PES Junior 2 - Teacher's Book by louisfndo

200703928

JUNIOR Teacher's Book

Built in GSE Learning Objectives allow teachers to track, plan, and measure each learner’s progress. Child-friendly charts show their personal learning journey, promoting autonomy and responsibility. With a rigorous approach to formative assessment, every lesson is designed to help each child achieve their learning goals. Appealing stories and real-life content create a world that learners can relate to in their own lives. Well-structured activities develop future skills, such as collaboration and teamwork, communication, critical and creative thinking, and self-management. PES Junior’s unique mix of printed and digital components is designed for use in inclusive classrooms. Support for individual learning needs ensures learners grow in confidence and achieve their best, preparing them to become global citizens of tomorrow.

For students Student’s Book and eBook Workbook and eBook Busy Book Digital Activities

Plus: 360º online games powered by SEPPO® Our World videos Themes from the Sustainable Development Goals

GSE

Benchmark

Cambridge English

Book 2

<A1/A1

10-22

Pre A1 Starters

Book 3

<A1/A1

15-26

Level 1

Pre A1 Starters

Book 4

22-30

Level 2

A1 Movers

Book 5

A1/A2

26-35

Level 3

A1 Movers

Book 5+

31-39

Level 3/4

A2 Flyers

Teacher’s Book

CEFR

JUNIOR

JUNIOR Teacher’s Book

We support the Sustainable Development Goals

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e c n e u q e s d n a e p o Sc Vocabulary 1

Grammar 1

Vocabulary 2

Grammar 2

Welcome

Numbers 1–10; colours: black, blue, brown, orange, pink, purple, red, white, yellow

Hi!/Hello! What’s your name? I’m…/My name’s…

Classroom objects: bag, book, chair, desk, door, pencil Classroom language: Be quiet, Listen, Look, Sit down

It’s a (desk). It’s (brown).

Old toys, new toys

Toys: ball, car, doll, elephant, robot, tablet, teddy bear, train

What’s this? It’s a (car).

Adjectives: big, small, new, old

It’s (old).

All kinds of families Review 1 Important to me

Family: auntie, brother, dad, grandad, granny, mum, sister, uncle

Who’s this? This is my…

Pets: bird, cat, dog, fish

I’ve got a (fish). I’ve got (two) brothers.

Body parts: arms, ears, eyes, feet, hands, legs, mouth, nose

I’ve got (brown) eyes/two arms.

Actions: dance, hop, jump, run

I can/can’t…

Food: bananas, bread, cheese, chicken, milk, olives, strawberries, tomatoes

I like (bananas). I don’t like (chicken).

More food: ice cream, milkshake, pizza, sandwiches

Do you like (pizza)? Yes, I do. / No, I don’t.

Animals: duck, fox, frog, lizard, mouse, owl, rabbit, turtle

I can see a… , I can see (two) (frogs).

Mini-beasts: ant, bee, butterfly, ladybird

Is it a… ? Yes, it is. / No, it isn’t.

Feelings: cold, happy, hot, sad

I’m (cold/hot/ happy/sad)

to Rise and Shine Towers

(Unit 1 and 2)

Amazing bodies

Let’s eat up Review 2 All about me (Unit 3 and 4)

Nature around us

Let’s dress up Review 3 Around me

Clothes: dress, jumper, pyjamas, I’m wearing (a) (dress). shirt, shoes, shorts, T-shirt, trousers

(Unit 5 and 6)

Goodbye Seasons

Happy holidays! Have a good time! Goodbye! See you soon! Autumn: apple, chestnut, fire, leaf, pumpkin, tree; It’s windy! Winter: boots, gloves, hat, light, scarf, snow; It’s snowy! Spring: blossom, butterfly, chick, egg, flower, lamb, rabbit; It’s cloudy! Summer: beach, ice-cream, picnic, sun hat, sunglasses, sunny, swimming costume; It’s sunny!

Course overview

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My sounds

Communicative outcome

Global Citizenship

p, b

Describing favourite object

I welcome people to my neighbourhood. I care about my community.

t, d

Describing toys

Polite requests I share toys! bike, kite, music box, plane Old for me, new for you – I share and recycle Can I play, please? Yes, let’s play./Here you are. my toys. See value and appreciate old toys. Respect the toys of others.

g, c

Presenting family and people around you

I celebrate all families! cousin, friend, neighbour, pet Love your family and pets. Respect and celebrate differences among people’s families. Understand the importance of the wider community as a family.

Expressing thanks This is for you! Thank you!

A family circle

m, n

Describing abilities / what you can do

I play with friends clap (your hands), close/ open (your eyes), touch (your feet), move your body Respect differences and different abilities. Self-worth: appreciate our bodies and abilities.

Imperative instructions and paying a compliment Touch your nose! Well done!

A talent show

ch, h

Asking about likes and dislikes

I like different foods pasta, rice, salad, soup Find out about the food you eat. Developing personal identity through food.

Asking for food Can I have a/an …, please? Here you are.

A perfect lunch

s, f

Describing insects and animals

I explore nature! flower, grass, pond, tree Respect animals. Find out about living things. Share the world.

Making plans/ suggestions Let’s find (a) (butterfly)!

A park collage

j, sh

Describing clothes; giving advice / making suggestions about what to wear

I appreciate special clothes! boots, hat, jeans, skirt Appreciate and understand difference and diversity (cultures, clothing, traditions). Feel good in the clothes you wear.

Inviting and giving advice Come to my party! Wear a (big) (hat)!

A dress-up doll

Functional language and real-world Rules of common courtesy How old are you? I’m six.

Project A plant pot

A toy poster

Course overview F01_RS_TB1_5935_F01.indd 5

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Introduction Rise and Shine is a six-level primary course that develops language alongside global citizenship and future skills. Fun characters, relatable stories and real-life videos support clear, child-friendly learning objectives that motivate pupils on W their English structured lessons build to a final unit project and offer real opportunities to achieve, m a i njourney. BClear, Grow o n d e r learning uild g e S h iabout track and measure progress, encouraging pupils to think n e and take ownership of their own learning. I

Rise and Shine provides a unique toolkit to support teachers in identifying and addressing the needs of every pupil. Clear, measurable outcomes that pupils can see and celebrate motivate them to engage with the new experience of language 2 Create learning. Targeted support and achievable activities mean that every pupil has a chance to thrive and teachers can address Step challenges such as mixed ability and special educational needs. 6 5 Who are your special Make your family people? Draw and write.

Course principles

circle.

street and sch oo my l in

A sense of purpose

A step-by-step approach

my house Shine in has been

Rise and designed with deliberate progress in mind. Every activity and lesson builds towards a clear e objective and a fimnal unit project that gives every pupil their Time to shine. Structured lessons support pupils in acquiring the knowledge, language and tools they need as they work towards their Time to shine.

Rise and Shine builds confidence in using English through a learning cycle of exposure, recognition, controlled practice and freer practice. Each activity is designed to support pupils to build on what they have already learnt and work towards a clear task at the end of each stage of the unit. The I can shine box consolidates the learning of each stage into an activity explicitly linked to the learning objective. This gives pupils the opportunity to pause and reflect on how confident they feel with the material in an age-appropriate way. These activities build to the final Time to shine task at the end of the unit, where pupils are supported through the steps to create and present a project of their own.

Time to shine! 7

Show your family circle to the class.

Clear progress and accessible learning outcomes This is my mum. I’ve got a sister. I’ve got a cat. This is my friend.

I can appreciate all kinds of families!

Rise and Shine is built on the Global Scale of English, which helps pupils to understand exactly what they are learning and why. It is designed so that pupils are always aware of their learning goals for the unit and are able to chart their progress at the end of each stage of the unit through a clear I can shine activity.

Each unit of Rise and Shine follows five stages, each Unit project A family circle 29 comprising one or two lessons. The stages are clear to pupils and support them in understanding exactly how far they have come and where they are heading on their learning journey. This learning journey is signposted to pupils by coloured stepping stones in the Pupil’s Book.

M02_RS_PB1_5478_M02.indd 29

activities that spark interest, draw on prior

agin

Build

G ro w

Shine

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o n d e r knowledge and set out the quest for the unit

Rise and Shine is also designed for use in inclusive and mixed ability classrooms. It helps all pupils to achieve their learning goals, while recognising that this will look different for different pupils. Activities and lessons are structured to be increasingly challenging to allow all pupils to achieve.

imaginative stories and activities that encourage cognitive engagement meaningful language input and practice, providing direction and support, with a strong focus on building communication skills and confidence real-world content that opens pupils’ eyes through a global citizenship objective and provides opportunities to relate language back to their own lives a final unit project broken down into differentiated steps to allow every pupil to showcase their achievements

Rise and Shine recognises that teachers need their time to shine, too! Ideas to support and stretch individual pupils are offered in each lesson, alongside clear teaching notes divided by lesson stage. Each I can shine activity is supported by a framework of Achieve, Adjust, Exceed to empower teachers to assess progress at each stage of the unit.

Development of future skills and global citizenship English is more than just a school subject in the 21st century – it is a medium through which children learn about life, and global and local issues which are relevant to them. Rise and Shine supports and guides pupils on their own learning journey through dedicated helpers in each stage of the unit. Just like the characters in their favourite adventure stories, pupils face exciting tasks that help them build a greater understanding of themselves and the world around them, all the while working towards clear learning goals.

Course overview

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Welcome to Rise and Shine Towers! Each level of Rise and Shine takes place in a different setting that is relatable to pupils but offers opportunities to explore. Level 1 takes place in Rise and Shine Towers, an apartment block in an urban setting where we meet the following main characters: Dexter, Elena, Bruno, Mia, Granny Belinda and Kiki the cat. Pupils will relate to the importance of the local neighbourhood and how so much of the characters’ lives centres on family, friends and neighbours, preparing them for future life skills.

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Using Rise and Shine Vocabulary and structures

Real world links

Vocabulary in Rise and Shine has been carefully selected to be relevant to pupils and their lives and is presented in logical topic sets. Key vocabulary is always presented using the course characters to provide pupils with a familiar context for the new language. Lesson 1 presents eight key vocabulary items while an additional four key items are presented in Lesson 4. Vocabulary lessons always offer opportunities for pupils to reflect and share what they already know on the topic, before clear presentation and practice stages. The Activity Book provides additional vocabulary practice. The Picture dictionary at the end of the Activity Book can be used to consolidate the vocabulary of each unit. In addition to the key vocabulary, four related vocabulary items are presented in Lesson 6 as part of Global citizenship.

Rise and Shine is story based and each level revolves around the community-based adventures of a set of characters who live in an apartment block called Rise and Shine Towers. The stories and settings have been carefully chosen to be interesting and perhaps slightly unusual to pupils, while still being firmly rooted in reality. The result is characters and stories that pupils can fully relate to but that are exciting enough to capture and keep their attention. Real world links are further reinforced through dedicated functional language lessons, beautiful photographs, global citizenship themes and videos.

In Level 1, grammar structures are taught in simple chunks that young pupils are able to grasp more easily than complex grammar rules. New structures are presented through a song or chant in Lessons 2 and 4. New language is clearly highlighted in boxes on the Pupil’s Book page which provide a reference point for pupils as they learn and practise. Every lesson includes opportunities for pupils to recycle language from previous lessons and units. New language is never presented in isolation but in the context of what pupils have already learnt so that they are more likely to retain it.

Skills Rise and Shine systematically develops the four skills through a stepped approach clearly defined in the lesson flow. Each skill is developed independently in the early part of the unit, before being brought together with an integrated skills approach in the Grow stage. Learning objectives covered in Rise and Shine have been specifically selected to help learners at this level develop skills in a structured way. Special emphasis is put on communication, with a dedicated lesson in the Build stage to develop spoken communication skills and confidence. For more detailed information on how skills are developed in Rise and Shine, see page xii.

Global citizenship A dedicated Global citizenship lesson provides opportunities for pupils to explore the wider world by bringing real world content into the classroom. Each unit has a different global citizenship focus that encourages pupils to think about global and local contexts, with emphasis on cultural awareness, empathy with local and global issues, and social-emotional skills development. For more information on Global citizenship, see page xiii.

Projects Every unit in Rise and Shine builds up to a final project that gives every pupil their Time to shine. As pupils move through the unit, they collect the language, knowledge and skills they need to complete a final task that provides the opportunity for pupils to apply everything they have learnt. Projects are broken down into achievable steps, so that every pupil can achieve at an appropriate level of challenge. For more information on projects, see page xix.

Inclusive classroom Rise and Shine is specially developed to support every pupil to achieve. Assessment for Learning methodology and personalised activities support all pupils, with opportunities for extra support and stretch embedded into the lessons. Teachers are supported by clear guidance and targeted support in formative assessment activities, as well as tips and tricks throughout the course. For more information on managing inclusive classrooms, see page xxi.

Assessment Rise and Shine offers comprehensive in-course assessment to measure pupils’ ability to demonstrate mastery of the language and skills taught in the Pupil’s Books in relation to specific learning outcomes. A Diagnostic test supports teachers to check previous learning and identify any areas for particular focus throughout the year. Dedicated activities in the Pupil’s Book provide opportunities for informal assessment at every stage of the unit, while Unit tests provide a more formal assessment of the unit objectives. Review lessons and cumulative Progress Review tests every two units enable teachers to check progress regularly against the key learning outcomes for the level. The final End of Year test offers a more formal evaluation of the year’s learning. For more detailed information on how to assess pupil performance, see pages xviii and xix.

Course overview

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Motivation Keeping young learners motivated and on task in the classroom can be a challenge, especially in large and/or mixed ability groups. Rise and Shine supports teachers by providing:

• a wide variety of purposeful activities so pupils never feel that they are doing the same types of activities over and over,

• fun contexts that pupils can relate to, • age-appropriate real world content, • stories, songs, stickers, games and projects that provide plenty of fun,

• lots of opportunities for pupils to communicate about themselves and their own lives,

• clear goals and opportunities for reflection with story character ‘helpers’,

• activities that build confidence and a sense of achievement for every pupil.

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w e i v r e v o t n e n o p m o C For pupils Pupil’s Book and eBook

Activity Book and eBook

The Pupil’s Book provides material to present and practise the key language effectively. It is divided into six core units, a Welcome unit, a Goodbye lesson, four Seasons lessons, cut-out activities and stickers.

The Activity Book provides reinforcement and consolidation of the language and skills presented in the Pupil’s Book. It contains practice for every lesson in the Pupil’s Book and a Picture dictionary to support pupils in reviewing and remembering key vocabulary.

Build

doll

Listen and explore. 2

tablet

1.03

1.05

Let’s review!

SO ng

Sing and act.

Listen and number.

5 6

teddy bear

teddy bear train

Watch and listen.

elephant

2 Read and tick (✓) or cross (✗). 1 It’s a teddy bear.

✗

2 It’s a robot.

doll 2

elephant

tablet a

3 It’s a tablet.

4 It’s a car.

Tell me!

Look at my new words. Match and colour.

I can name my toys.

Vocabulary Toys

It’s a car.

Listen, point and say.

3 Stick and say.

Structures

Listen and circle.

car

Ask and answer about toys. What’s this?

1.02

1.06

I can shine!

robot

What’s this? It’s a car.

ball

What’s in your toy box?

Find and colour. Then trace and say.

train

car

Tell me!

PB p6

1 Trace and match.

robot

ball 4

Vocabulary

Lesson 1

Lesson 2

What can you see?

Lesson 2

Old toys, new toys

Lesson 1

1.01

Shine

Grow



ma ine g

nd er

Old toys, new toys

Song and structures What’s this? It’s a (car).

4 M02_RS_AB1_5768_M02.indd 4

I can shine!

Toys

Say the words in alphabetical order.

School things

Extra time?

Colour a toy in Activity 2. Write. Then tell a friend.

Write your favourite toy word. 26/05/2020 20:02

It’s a

lo co

ur me

Extra time?

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5 26/05/2020 20:02

Busy Book

Rise and Shine on the Pearson English Portal

The Busy Book provides further practice of key language in a fun and engaging format. Activities are structured in such a way that pupils can work on them independently. It is a flexible component that can be used for whole class work, in class for fast finishers or at home.

Pupils can also access extra activities online on the Pearson English Portal. Here, they can complete assigned homework and check their progress, play extra games, listen to the course songs and watch the course videos.

Old toys, new

toys!

Read with

Dexter

BB2

The talking to

with me? me, play with me, please can you play Play with , the train is small, the teddy is old. is big r a c e h T I’m nice an d new,

r Colou e m

looking at you.

Look and trace.

Find

tablet balls cars dolls

3 4 2 2

or or or or

1 5 6 3

new . big .

The robot is The car is

Course overview

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For teachers Teacher’s Book

Rise and Shine on the Pearson English Portal Presentation tool

The Teacher’s Book supports teachers in planning and making sure pupils get the most out of Rise and Shine. It provides step-by-step lesson plans for every lesson, along with ideas for extra activities and games. It also provides a detailed introduction that outlines the methodology, as well as recommendations for effective use of all the course resources. Lesson 1 – Vocabulary

Pupil’s Book page 10

Materials: • Audio; Video; Flashcards – Toys; Quest poster

doll

●

Listen and explore.

1.01

●

car

teddy bear

●

ball

●

Big Picture: What can you see? 5

Shine

Write toys on the board. Ask pupils if they In troduc know any English words for toys. Write their answers on the board. Then show pupils the Welcome unit flashcards and ask them to say each word as fast as they can. Lesson 2 Play the Rise and Shine Welcome Song. 1 1.03 Sing and act. Ong Encourage pupils to use actions from the 1.05 2 the Listen and number. Welcome unit. Then practise with karaoke version. 2 tablet 3 robot Draw pupils’ attention to the glow item, the music box in the picture. In L1, ask What do you think is inside? Do you think it is heavy? What noise does it make? e

What can you see?

1.02

train

Listen, point and say.

3 Stick and say. ●

Help pupils find the stickers in the back of their books. Point to each one, say What’s this? and elicit the words for them then ask pupils to put them in the correct place on the page.

4 ●

elephant

●

Vocabulary Toys

Ask pupils to vote for the 2 toys they liked most from the lesson. Say Hands up if you chose a (doll). Write the result on the board. Repeat for each toy and ask what the most/least popular toys are.

Activity Book page 4

s R e v i ew

Trace and match. Pupils match the words to the pictures and trace the letters.

ANSWER KEY: ball 4, car 7, doll 8, elephant 2, robot 3, tablet 5, teddy bear 1, train 6 Wonder Helper: Pupils match the middle picture to picture a or b and then colour. ANSWER KEY: a Toys

Elena Dexter Bruno Elena Bruno

Watch and listen.

Elena Bruno Elena Bruno Dexter All Kiki

Ask pupils to watch the video and say as many colour words as they can remember. Play the Toys video.

Audioscript

Hey Dexter! What’s this? Oh! It’s my toy box. Let’s open it, Elena! Look! A teddy bear and a red ball. A yellow car, a tablet … and a robot. Hello, Elena! Ha ha! An elephant, a doll. Waah, waah! WOW! A green train. Look! Choo, choo! Hey, What’s this? It’s a cat! It’s Kiki! Ha ha ha! Miaow!

Activity 2 a doll a tablet a teddy bear a ball

t’

Pupils find the toys in the Pupil’s Book and colour the Activity Book toys the same colour.

Activity 1

I can name my toys. Song and structures What’s this? It’s a (car).

●

ANSWER KEY: ball, car, doll, elephant, robot, tablet, teddy bear, train

In L1, ask pupils what toys children have in other countries. Are they the same or different to theirs?

It’s a car.

Watch and listen.

Assess

Extra time: Pupils say the toys in alphabetical order.

ANSWER KEY: 1 a doll, 2 a tablet, 3 a robot, 4 a car, 5 a teddy bear, 6 a ball, 7 a train, 8 an elephant

iagn ose

Look at the main picture. Ask pupils, What colour is the… ? What toys can you see on the page? What’sAsk this? a car. them what other toys might be in the toyIt’s box. SUPPORT Ask pupils if they can see anything in the picture from the Welcome lesson (there shine! I can if they can see is a desk). STRETCH Ask pupils anything else in the picture 3(there Ask is a and table, answer about toys. some boxes and a music box).

Listen, point and say.

3 Stick and say.

1.02

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each toy on the page.

FUTURE SKILLS: enquiry and imagination

What’s this? Tell me!

What’s in your toy box?

WONDER HELPER

Read Bruno’s question. Ask pupils to invent a toy box and include as many toys as they can. Then tell them to find out what’s in their partner’s box and share their answers as a class.

Lesson 1

Listen and explore.

Ending the lesson

ond e

●

1.01

Ask pupils to look at the main picture. Play the audio and tell pupils to point to each toy as they hear it. Ask a follow-up question e.g. What colour is the train? SUPPORT Before listening, get pupils thinking about toys by asking them to say the words in L1. STRETCH After playing the track, ask follow-up questions, e.g. What noise does the train make? TEACHER TIME TO SHINE: using flashcards After practising vocabulary once, stick flashcards around the classroom. Say One, two, three, point to the… (doll) or divide pupils into small groups and give them instructions, e.g. Group 1 walk to the train, Group 2 hop to the robot, etc.

m a i n e warm Starting the and Gsong B u iup W row ld g r lesson:

Old toys, new toys

●

GSE • Productive: Speaking: Can name a few everyday objects. • Receptive: Reading: Can recognise single, familiar, everyday words if supported by pictures. • Receptive: Listening: Can recognise isolated words related to familiar topics, if spoken slowly and clearly and supported by pictures or gestures.

W Wonder: spark curiosity ond er • Encourage pupils to create questions and make connections to the world around them. • Point to the ‘Wonder’ stepping stone and write We’re learning words for toys on the board.

Wonder

The presentation tool offers teachers online lessons to present the material using an interactive whiteboard or projector. The lessons contain activities mirroring the sequence of material in the Pupil’s Book and the Teacher’s Book but in an interactive format best suited to a digital experience with integrated answers, audio, video and classroom tools. The lessons also contain all the audio for the course. Teachers can navigate the material using the interactive lesson flow or traditional page view. The planning area gives a useful overview with both teacher’s notes and activity previews. The presentation tool is also available oﬄine.

a robot a car a train an elephant

Warm up

Song + karaoke

Lesson objective

Big picture exploration

Video (digital)

Flashcards (digital)

Activity 1

Activity 2

Vocab practice (digital)

Activity 3

Activity 4

Wonder Helper

Stretch (digital)

Digital

Lesson round up

Resources The Pearson English Portal is one online location where teachers and pupils can find all the materials and tools which can be used inside and/or outside the classroom with Rise and Shine. Teachers can use it for lesson preparation, for delivering lessons, to assign and track homework, to monitor pupils’ performance and to manage their classes. The resources available to teachers include:

Class audio The class audio contains all the recordings for the Pupil’s Book and Activity Book. All tracks are appropriately numbered on the pages of the Pupil’s Book and the Activity Book. All audio for the series can be found in the Teacher Resources on the Pearson English Portal.

• assignable online homework with automatic grading, • a tool for tracking the performance of both individual

Assessment Pack

pupils and the whole class,

• an assessment pack, • all the audio and video for the course in one place, • digital versions of posters, flashcards and story cards, • extra resources like worksheets and games.

The Rise and Shine Assessment Pack contains everything needed for regular, formal assessment including a Diagnostic test, Unit tests, Progress Review tests and an End of Year test. The Assessment Pack is available on the Pearson English Portal.

Flashcards

Story cards

Posters

There are 102 flashcards at Level 1, illustrating the two main target vocabulary sets for each unit. The lesson plans offer ideas and support for using flashcards to present, practise and consolidate language through games and activities.

The story cards each contain one frame from the course story, with accompanying teaching notes as well as the audioscript for the story frame. The story cards are A5 size and easy to use.

The posters designed for Rise and Shine are a great visual aid for presenting or consolidating vocabulary. The level-specific posters are created from the unit opener illustrations and provide a lot of opportunities for revision and speaking practice.

! Miaowww Kiki rrgh! Dexter Aa Ha ha! All

robot

PM 7/1/20 12:59

PB1_Flash_Ca

rd.indd 1

PB1_Flash_Card.indd 2

7/1/20 12:52 PM

_Card.indd

PB1_Picture

PB1_Picture_Card.indd 1

7/1/20 12:59 PM

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Skills development in Rise and Shine Lowest within range

Highest within range

Stretch

Can name a few everyday objects. (10)

Can repeat phrases and short sentences, if spoken slowly and clearly. (16)

Can take part in basic games that use fixed expressions or rhymes. (22)

Can describe objects in a basic way (e.g. colour, size). (25)

The skills syllabus has been developed using the Global Scale of English (GSE) Learning Objectives and the GSE Skill Development Framework for Young Learners, which provides structured scaffolding to support teachers and pupils. At Level 1, the GSE range covered is 10–22 as core but includes learning objectives as high as 26 as stretch. The four skills are systematically developed within each level and across the course as a whole. Reading: Tasks are designed to gradually increase proficiency in terms of speed, accuracy, comprehension, interactive reading skills and use of reading strategies, as well as to enrich vocabulary. Texts used gradually increase in length and complexity over the course so that the challenge is always appropriate to the level of the pupils. At a high level, by the end of Level 1 learners should have developed their early reading, decoding and phonics skills to recognise the letters of the alphabet, recognise simple punctuation such as question marks and contractions, and recognise and locate basic and familiar words in simple sentences and short texts. Writing: Writing skills are developed and coordinated with reading skills so that pupils are able to master both reading and writing in English. There is a systematic progression from tracing words in isolation in Units 1 and 2, to copying words in Units 3 and 4, through to writing single words using picture or sentence prompts in Units 5 and 6. Speaking: Speaking skills are taught through a meaningful task-based approach. The course draws on direct and indirect approaches to teaching speaking, in which pupils have plenty of opportunities to engage in communicative activities.The course provides a supportive framework for pupils to make the language their own. By the end of Level 1 pupils should be able to recite short, simple rhymes or chants, read aloud single familiar words and sing a song from memory. They should also be able to use a limited selection of high-frequency vocabulary and answer simple questions.

Speaking GSE Learning Objective: Can name a few everyday objects (10) Competency: Building Complexity – talking about and describing a range of topics, situations, feelings, and attitudes with an increasing level of detail and complexity. Development Indicator: Learners can use a few words to name, talk about or describe familiar situations. The development indicators capture each discrete skill that learners are aiming to acquire. Breaking the skills down in this way supports the development of related skills that build on one another and are at the right level, giving pupils the best chance to learn and achieve. The skill coverage charts on the Pearson English Portal show the key skills covered across the course and the learning objectives that have been included in each level that relate to these. By monitoring pupil performance on the tasks relating to these objectives, teachers can see how pupils are progressing within and across levels and where they may need more opportunity to practise, so they can build this into their planning. Note that lessons are based on individual learning objectives but pupil progress is measured in terms of their performance on the key indicators selected for the course. The Pupil’s Progress Chart enables pupils to think about and document their progress in an age-appropriate way as they move along the learning journey. Teachers can also use the chart as a clear visual reference to showcase pupils’ learning and progress to parents.

elcom

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Listening

I can recognise my words.

I can understand questions.

I can hear my words in dialogues.

I can listen to descriptions and information.

I can read my words in stories.

I can read my phrases and sentences.

I can read short stories and descriptions.

I can answer questions about me and my world.

I can talk about my likes and abilities.

I can describe people and things.

I can trace my words.

I can copy / write my words.

I can write my phrases and sentences.

Reading

I can recognise my words.

Speaking

I can say my words and phrases.

My Progress Chart

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Listening: As input at Level 1 is predominantly aural, listening sub-skills are systematically developed throughout the unit and linked to speaking outcomes. By the end of Level 1 pupils should be able to recognise the letters of the alphabet by names and sounds, as well as familiar words and phrases in simple songs, chants and sentences.

Within the four language skills, the sets of learning objectives are grouped into strands relating to accuracy and appropriacy, complexity and organisation, interaction and strategies. Within these strands, the objectives are further grouped into specific areas of competency and then further aligned to key development indicators. See example:

Speaking

Support

Writing

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I can make marks and write numbers.

Course methodology

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Future skills

o nd e r

Hi/Hello! What your name? I’m… ./My name’s… .

Language stretch

Competency focus Having interest in interacting with others; understanding intercultural and socioeconomic dimensions of society.

Let’s be friends!

Recognise familiar words in phrases, sentences and texts

ma ine g

Build

Key progress indicator chart Use a few single words to name or describe familiar people or objects or express basic opinions

GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences.

Grow

Shine

Participate in social exchanges in English

Create a plant pot and present it to the class

Learners can say single words related to familiar topics, if supported by pictures or gestures. (18)

Use simple words to take part in brief informational, instructional or transactional exchanges and/or conversations.

Learners can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures. (19)

Recognise familiar words in phrases, sentences and texts.

Learners can use a few simple words to describe objects (e.g. colour, number), if supported by pictures. (19)

Use basic words and phrases to talk about familiar topics and situations or express simple opinions.

Learners can take part in basic games that use fixed expressions or rhymes. (22)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

The Global Scale of English (GSE) is a standardised, granular scale which measures English language proficiency. Unlike some other frameworks which describe attainment in broad bands, the GSE identifies what a learner can do at each point on a 10–90 scale across speaking, listening, reading and writing skills. The scale is designed to motivate learners by giving more granular insight into learning progress. Teachers can use the GSE level to match a pupil to the right course materials for their exact level and learning goals. The badging on the back of the coursebook indicates the GSE proficiency range from which the learning objectives for that course level have been selected. A course will not cover all learning objectives from that range – just a representative selection that is appropriate to the target learners. Knowing this range helps you to select additional materials with the right level of support and challenge for your pupils to help them progress. It does not mean that pupils need to have mastered all objectives below the range before starting the course, or that they will all be at the top of the range by the end.

In all levels of Rise and Shine, pupils are provided with opportunities to be creative and use their imaginations, through stories, activities and projects. In lower levels, creative thinking skills are facilitated through activities that promote new and original ideas and help pupils express themselves. Pupils may be asked to evaluate ideas and communicate new ideas to others. At higher levels, pupils are encouraged to use mind maps.

Critical and reﬂective thinking Activities in Rise and Shine have been developed to provide a level of cognitive challenge in line with pupils’ age. As they move through the course, pupils are asked to engage with the language using lower order and higher order thinking skills, as appropriate. There are constant opportunities for information processing, using skills such as following instructions, locating and collecting information, classifying and sequencing ideas, which contribute to pupils’ ability to retain and feel confident using the key language. Rise and Shine also provides pupils with consistent opportunities for self-assessment and reflection.

Collaboration and communication

al Citiz e ob

Let’s be friends

I share toys!

Social responsibility and globalOptB citizenship Let’s be friends I share toys!

Social responsibility is all about encouraging pupils to take responsibility for their behaviour in the world and to behave with sensitivity toward social, cultural, civic OptC and environmental issues. Rise and Shine encourages this through a strong global citizenship syllabus which invites pupils to take an active role in their community and collaborate to make the world more equal, fair and OptD sustainable. It fosters the belief that every pupil can make a difference.

al Citiz e ob

I play with friends!

I try

I celebrate all families!

I play with friends!

I try

Lorem ipsum

I play with friends!

al Citiz e ob

Course methodology

I celebrate all families!

I share toys!

I celebrate all families!

Let’s be friends

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al Citiz e ob

Rise and Shine offers a unit structure that encourages pupils to work together towards a shared goal. Individual and pair work activities develop throughout the course from short answers and dialogues to group work and team projects. As communication and collaboration are integrated with other skills, a holistic approach is encouraged and OptA promoted from the outset to encourage shared participation and responsibility to find answers with valued individual contributions. n

To see full sets of the objectives and for more information about using the GSE to support teaching and assessment of your learners please go to www.english.com/gse.

Enquiry and imagination

The Global Scale of English framework contains learning objectives for all four skills for language learners in four different domains: Young Learners, Adult Learners, Academic Learners and Professional Learners. The objectives in each set have been rated by experts and teachers in each of those domains from around the world for their relevance and level of difficulty for learners in that context.

Future skills are embedded in the course activities and modelled by the course characters throughout. Clearly signposted sections in the teaching notes provide extra support to teachers through tips and ideas to further enhance future skills learning and practice. Individual skills are developed systematically in the following ways.

Exchange information on familiar topics

I play with friends!

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Values Let’s make new friends.

Recycling and building

Functional language How old are you? I’m (eight).

in Welcome, the pupils will:

Phonics

Key learning outcomes

Target structures Number (one). It’s (blue). It’s a (door).

p (pencil, pink), b (blue, book)

Unit overview Target vocabulary Numbers and colours: numbers 1–10; black, blue, brown, green, orange, pink, purple, red, white, yellow Classroom objects: bag, book, chair, desk, door, pencil Classroom instructions: Be quiet, Listen, Look, Sit down

and Shine Towers Welcome to Rise

Future skills are general and transferable skills that contribute to how someone functions in the world, both individually and with others, and are sometimes known as ‘soft skills’. These are personal and social skills that pupils will need to become responsible citizens and include well known skills such as collaboration, communication, critical thinking, creativity, social responsibility, self-management and leadership.

Every unit in the Teacher’s Book starts with a unit overview of the key areas covered in the unit. As well as highlighting target language for the unit, it also acts as an at-a-glance guide to the unit objectives and key progress indicators.

I try

Rise and Shine puts particular emphasis on cultural awareness, empathy with local and global issues and social-emotional skills development. Context and content in the Imagine and Shine stages support the development of responsible global citizens, while the Grow stage provides the opportunity for pupils to consider the wider world. Activities use the global context to encourage pupils to think about both local and global relevance.

Future skills helpers The Rise and Shine unit stages link to future skills and each stage has a dedicated ‘helper’ who guides and supports pupils in activities that develop these skills. The Wonder helper Bruno sparks pupil’s interest and enquiry with a personalised question.

• Enquiry • Critical and reflective thinking

Self-management Self-management enables learners to organise their work and progress through skills such as organisation, planning, persistence and attention to detail. Activities in Rise and Shine are carefully staged and more complex activities, such as writing and projects, are presented in clear steps to support pupils as they learn to plan and organise their time. Pupils are also actively encouraged to assess their own learning and progress by participating in the I can shine activities at the end of each stage of the unit. Rise and Shine promotes persistence and a growth mindset in the classroom, which helps pupils to view ability as something that is changeable rather than fixed. Activities encourage pupils to relish challenges, embrace their mistakes as part of the learning process, value the importance of effort, respond carefully to feedback and take inspiration from others. This will help them to achieve, not only in the English classroom, but also in their future lives as adults. The Teacher’s Book offers teachers extra support by explaining how images, stories and activities at each stage spark curiosity, foster imagination and creative thinking, build confidence, nurture growth and allow pupils to shine.

Rise and Shine and the UN Sustainable Development Goals The Imagine helper Dexter engages pupils with the story and encourages them to think imaginatively, creatively or critically.

• Imagination • Critical and reflective thinking

The Build helper Elena builds confidence and self-management, and encourages communication and collaboration by leading a motivating chant.

• Communication • Self-management

In 2015, all UN Member States adopted 17 Goals as part of the 2030 Agenda for Sustainable Development – a global call to action to protect the planet, end poverty and improve the lives of all the people. In Rise and Shine, the overarching unit topics have been developed with reference to the UN Sustainable Development Goals. The content and context for the stories support in developing responsible global citizens. The Grow lessons, in particular, provide the opportunity to expose pupils to the wider world and use the global context as a springboard for thinking about both the local relevance and bigger picture ideas. The end-of-unit project is a vehicle through which pupils can explore wider Global Citizenship themes and some of the UN Sustainable Development Goals, such as: SDG 2: Zero Hunger (grow food; Unit 4) SDG3: Good Health and Well-being (tolerance and respect for others; Unit 3 and Unit 6) SDG10: Reduced inequalities (fairness, sharing; Unit 1)

The Grow helper Granny asks questions that encourage children to draw comparisons between the lesson content and their own lives and to think as global citizens.

• Critical and reflective thinking

• Social responsibility

SDG 12: Responsible Consumption and Production (rediscovering old toys; Unit 1) SDG 15: Life on Land (respect for animals, exploring habitats; Unit 5) SDG 16: Peace, justice and strong institutions. (understanding differences between families; Unit 2) For more information on the UN Goals, please visit https:// www.un.org/sustainabledevelopment/

Course methodology

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Unitwalkthrough Unit title: sets out the quest for the unit and the project end goal.

Progress path: sets out the learner journey and reaffirms the stage the pupils are on.

Old toys, new toys

ma ine g

nd er

Build

Lesson 1

Lesson 2

What can you see?

doll tablet

1.03

Listen and explore.

1.01

Shine

Grow

1.05

Sing and act.

SO ng

Listen and number.

robot

car 5 6

teddy bear What’s this? It’s a car.

ball

I can shine! 7

train

Ask and answer about toys. What’s this?

Tell me!

What’s in your toy box?

1.02

It’s a car.

Listen, point and say.

3 Stick and say.

Watch and listen.

elephant

I can name my toys.

Vocabulary Toys

Song and structures What’s this? It’s a (car).

Lesson 1 Wonder stage: activities to spark curiosity.

• Presentation and practice of vocabulary with audio

I can shine at the end of the lesson practises the language and structures in a communicative speaking task.

support. Previous knowledge of the topic is activated through an Assessment for Learning activity.

The Wonder sticker focuses on Vocabulary 1 presentation and Learning objective, I can name my toys, (10)

of a dialogue between the characters.

Further practice of the target language is provided in the Activity Book for all lessons. Lesson 9 provides pupils with an opportunity to consolidate and personalise their learning though the cut-out corners activity.

• Target vocabulary is included in the engaging and highly illustrated big picture.

• Our world video, with real life footage, shows learning in context.

• The Pearson English Portal offers pupils of all

levels further practice to help reinforce the learning objectives and consolidate their learning.

Lesson 8

It’s …

ball. car. teddy bear. a train.



Digital: Flashcard presentation, unit opener video, extra vocabulary practice, karaoke song, AB Picture dictionary.

tablet. doll. robot. an elephant.

Stick, draw and colour. Then play the game.

start

finis

support through a song. New structures are presented through a song and consolidated.

Choose and tick (✓). ). Draw and colour. Then tell a friend.

4 Read. Then think and write.

It’s …

• Presentation and practice of grammar with audio aim of the lesson for the teacher and parent.

Lesson 2

• Clear and concise learning objectives help clarify the

Unit 1 Review

1 Trace and number.



• Pupils listen to the key unit vocabulary in the context

new.

small.

old.

big.

TOYS

new

It’s … green.

yellow.

blue.

red.

It’s an elephant. It’s grey.

It’s a ball. It’s small.

big old

small

It’s a big car. It’s red.

10 M02_RS_AB1_5768_M02.indd 10

What’s this? It’s a

box.

Extra time?

Make a toy box. Then show and tell your family 26/05/2020 20:03

Home-school link

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Digital: Grammar presentation and additional grammar practice.

Course methodology F01_RS_TB1_5935_F01.indd 15

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Lesson 3

• A pre-reading activity that uses simple reading

agine

Build

Shine

Grow

No, Mia! My teddy bear! It’s my favourite toy!

1 Which toys can you see in the story? Tick (✓).

Imagine stage: stories and activities to encourage cognitive engagement.

onder

Listen or watch.

1.07

Towers

strategy and a Vocabulary 1 review.

• The story develops reading skills and strategies.

• The I can shine reading comprehension

What’s this?

checks understanding of the text and further develops reading skills appropriate for the level.

I can shine!

Let’s imagine!

It’s my robot. It’s new.

Draw a toy for Kiki.

3 Circle Dexter’s favourite toy.

Digital: Story animation, additional pre-reading support.

4 Act out. I can understand a story about toys.

Story value A story about caring for and recycling toys

Story language What’s this? It’s my (robot). It’s my favourite toy.

Act out feature – pupils are encouraged to collaborate to act out the story

Kiki Miaowww! Dexter Aarrgh! All Ha ha!

• Story cards can be used in a variety of ways to support pupils’ learning, see page xi for more information.

PB1_Picture_Card.in

dd 1

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Lesson 4

1.08

Build stage: meaningful language input and activities with a strong focus on building communication skills and confidence.

Listen and find.

1.09

Listen and number. Say.

Shine

Grow

Build

Lesson 5

1.11

Listen and number.

big new

• Four new vocabulary items are presented as a 3

• Presentation of Vocabulary 2, contextualised

1.10

old

small

cohesive set.

Listen and say. It’s old.

helper.

Listen and say.

Two toy teddy bears and Dora the doll.

I can shine! 4

4 Find, colour and number. Then say.

It’s an elephant.

It’s a train, it’s old. It’s a ball, it’s small!

1.12

My sounds

It’s small.

It’s a car, it’s blue.

• A motivating chant led by Elena the Build

Look and play. What’s this?

t C h a nIt’s a doll, it’s new.

through listening with the course characters and combined with Grammar 2.

Digital: additional grammar practice; Flashcard presentation, extra vocabulary practice and chant.

ma ine g

onder

Lesson 4

Cut out and guess the toys.

What’s this? It’s new. It’s blue. It’s a robot.

Vocabulary and structures Adjectives; It’s a (train). It’s (old).

I can ask and answer about toys. Communication Describing toys; sounds t and d

Lesson 5

• A fun puzzle/problem-solving task to combine vocabulary and structures. • A pairwork activity that provides the opportunity for pupils to repeat the speaking model. • A light phonics strand that pulls out sounds from the vocabulary sets in the unit. • Communication cards/cut outs that are tied to a GSE speaking skills Learning Objectives. Digital: Extended phonics presentation and practice.

Course methodology

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al Citiz e ob

OptA Let’s be friends

Let’s be friends I share toys!

Lesson 6

I celebrate all families!

I share toys

Listen, look and find.

1.15

I play with friends!

I appreciate special clothes

ma ine g

onder

I try different food!

Build

Shine

Grow

I appreciate special clothes

Lesson 7

Lorem ipsum

OptC

Let’s be friends

I share toys!

I celebrate all families!

al Citiz e ob

Can I play?

book

music box

Playing with friends

1 Look and number.

Listen, point and say.

1.16

doll

I play with friends!

I try different food!

I appreciate special clothes

al Citiz e ob

plane

kite

Yes! Let’s play.

I play with friends!

I celebrate all families!

I try different food!

• Comprehension with critical thinking. • Granny the Grow helper asks a question that

plane I share toys!

3 Circle old toys in blue. Circle new toys in green.

Let’s be friends

kite

OptD

bike

tie in closely with the unit topic.

I try different food!

• Real-world listening text • Four new vocabulary items are presented that

I play with friends!

OptB

Grow stage: activities to see real-world content that opens learners’ eyes through a Global citizenship strand.

I celebrate all families!

Lesson 6

I share toys!

I appreciate special clothes

Listen and tick ((✓). ).

1.17

I can shine!

Think and share!

New toys or old toys?

encourages children to draw comparisons between the lesson content and their own lives.

Choose a toy. Let’s play!

Can I play?

4 16

Yes! Let’s play.

I can ask to play.

Watch and listen.

Global Citizenship A toy museum; new and old toys

My Everyday English Sharing toys; Can I play? Yes! Let’s play.

Lesson 7

• realia relates new vocabulary to a real-world and functional reading context known to pupils. • Recognition and practice activity via listening text to accompany realia. • An activity to gradually develop writing skills across the level. • Pupils produce their own version of the text genre/realia in the I can shine activity, simultaneously practising the new vocabulary and grammar structure.

ss toy swap!

Let’s have a cla

Shine stage: activities stepped-out to allow all learners to showcase their achievements and feel a sense of pride.

Step 1

Step 2

Review

1 Look, read and number. Then trace. 2

• Pupils ‘reimagine’ what they have learnt in

their own context in answer to the unit title.

Step 1: Review of all stages and personalising through differentiated ‘steps’ allows all learners to showcase achievements and feel a real sense of pride.

5 8

2 Choose a toy. Draw, colour and circle.

ball doll robot teddy bear train tablet elephant car

Build

Grow

S hine

Create

Draw your toy for the class toy swap.

Add your toy to a class toy swap poster.

Guess your friend’s toy. It’s old. It’s red. A doll? Yes!

Time to shine! A car?

Share your toy with the class. Can I play?

It’s big / small.

unit and provides controlled speaking practice.

ma ine g

3 Describe the toy. It’s small. It’s old.

• Recycles and reviews language input from the

onder

Lesson 8

Yes!

4 Think! Choose a toy for the box. Circle.

It’s old / new.

I can shareImy toystoys with my class! share

Unit review Unit objectives review

Unit project A class toy swap

Lesson 9 Step 2: Pupils think and create. Time to shine: Pupils share their project with the class, encouraging communication and collaboration.

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Measuring progress in Rise and Shine In Rise and Shine, pupils engage in a variety of contextualised activities, each of which focuses on a particular Global Scale of English (GSE) learning objective. These objectives are fully supported by the Rise and Shine Assessment Pack. However, fair and accurate assessment in a language classroom reflects not only what pupils can recognise and produce in a test but also what they can perform or do as they actually use the language in real or realistic contexts. To evaluate learners’ progress fairly and fully, both of these aspects must be part of an effective approach to assessment.

Assessment Pack The Rise and Shine Assessment Pack is a useful evaluation tool with a wealth of activity types to support teachers in assessing the pupils’ language skills. In this pack, teachers can find four types of ready-made tests which will help them form an accurate evaluation of their pupils’ understanding and achievement. The Assessment Pack is available on the Pearson English Portal. Diagnostic tests are designed to help evaluate pupils’ current language ability in English against the learning outcomes of the course. This should be given at the start of the new level and will help provide a picture of what English knowledge pupils already have. It also provides awareness for teachers of where individual pupils or a whole class may need more support as they work through the course. This should be administered in a relaxed and supportive atmosphere. Unit tests correspond to the content material in each of the units and reflect the learning objectives of the unit. These tests provide a useful snapshot of pupil achievement at the end of a unit and also provide feedback to teachers and pupils on the progress made against the unit learning objectives. These tests can help identify any areas where further support is needed for individuals or the whole class. The results of these tests can also help teachers to adjust plans for the next unit and any further practice. Progress Review tests serve as checkpoints throughout the year to provide teachers with a way of checking progress towards key learning outcomes for the level based on pupils’ performance on activities aligned to the key competency indicators. As with the Unit tests, information gained from these should be used to identify areas where pupils may need additional practice or support. Progress Review tests additionally reassess pupil understanding and retention of the language and concepts taught in the previous units of the level. This repeated practice helps pupils remember and integrate material learnt over time and support teachers in making decisions regarding which language points and skills need further review.

Diagnostic, Progress Review and End of Level tests focus on objectives relating to the key learning outcomes for the level in order to provide teachers with a clear, measurable way to track pupils’ progress towards these over the course of the year. The Progress Review and End of Level tests are cumulative in order to provide a clear picture of the progress pupils are making. The Unit tests are focused on the learning objectives of the specific unit and are not cumulative. Each test has A and B versions available. These versions assess the same learning objectives and language at the same level and are provided for simultaneous use to provide variety in large classes. Each test also has a C version to enable pupils who require extra support to achieve a similar minimum standard as the rest of the class. Unit and Progress Review tests also have a D extension to provide additional challenge to pupils who may have mastered the content more quickly than the rest of the class. The Assessment Pack also includes access to a test generator, which teachers can use to create and tailor tests for specific needs and situations.

Perfect partner: English Benchmark English Benchmark is a motivating English test for young learners aged 6–13, which demonstrates pupils’ English abilities to parents, monitors learning progress and ensures teaching targets the necessary skills. English Benchmark measures pupils’ speaking, listening, reading and writing skills through fun and interactive tablet-based activities, with immediate detailed reports for teachers and parents that include pupils’ strengths, suggestions for improvement and recommended activities to improve their skills. As pupils learn with Rise and Shine, English Benchmark tests can be used to measure their progress. After pupils have taken their test, recommendations are available on areas to focus on to support improvement. In order to show progress, pupils should take the test at least once at the start and once at the end of the year from Level 2 onwards. The Level 1 End of Level test includes key skills and activity types covered in English Benchmark in order to prepare pupils to take it the following year.

The End of Level test provides teachers with a tool to assess progress against all of the key competency indicators for the level and to assess class readiness for the next level. It helps teachers to evaluate the level of pupils individually and as a whole class and supports decision making and planning for the next level.

Course methodology

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Assessment for Learning Rise and Shine includes Assessment for Learning methodology, which supports pupils along their learning pathway. This methodology is embedded within every lesson across every unit in each level of the course. Assessment for Learning methodology provides a clear and easy-to-use framework that enables pupils to take responsibility for their learning and teachers to support the learning progression of each pupil in their class.

What is Assessment for Learning? Assessment for Learning is more than testing. It involves an ongoing engagement with pupils, so that what they know now helps to inform what they learn next. A balanced approach to assessment includes frequent informal prompts, games and other activities that allow pupils to understand where they are and identify gaps in their understanding. When informal assessments are integrated into the classroom, pupils take an active role in their own education and seek out the help they need to meet their goals. One aspect of assessment that is frequently overlooked by traditional approaches is positive reinforcement. All pupils need to be encouraged by acknowledging skills they have successfully acquired. Focusing attention only on mistakes or unlearnt material creates disengaged, dispirited pupils. Always be sure to praise pupils for skills they have successfully acquired before identifying those which need work. Beginning pupils are especially responsive to positive feedback.

Assessment for Learning in Rise and Shine Assessment for Learning in Rise and Shine incorporates a number of techniques that help to build a supportive and motivating learning environment. In

troduc

Introduce

At the beginning of each unit, there are activities designed to introduce the key topic of the unit and spark pupils’ interest. These activities help you to set clear learning goals and connect them to the Time to shine task at the end of the unit, giving pupils a direction and sense of purpose throughout the unit.

Diagnose

Reﬂect Each stage in the unit has a dedicated character ‘helper’ to guide pupils and give them a confidence boost. The character also enables pupils to extend their knowledge further.

GROW HELPER Read Granny Belinda’s question with the class. Encourage them to name their favourite animal, give reasons where they can and any information they know about it (e.g. where it lives).

Assess

sess

Each stage of the unit has a clear, measurable outcome that pupils can demonstrate in the I can shine task. These activities are specifically designed to consolidate learning from the stage and to demonstrate to pupils what they have learnt and how what they are learning contributes to the unit project. This activity is also an opportunity for teachers to monitor progress and assess how pupils are doing against the learning objectives. Using the Achieve, Adjust, Exceed guidelines provided in the Teacher’s Book, teachers can support every pupil to shine.

I can shine

Assess

ACHIEVE The pupil can say 5 of the numbers and the correct corresponding colours. ADJUST The pupil can say up to 5 of the numbers and the correct corresponding colours. ➔ Support pupils by building up numbers from 1 to 10. Count from 1 to 3, then 1 to 5, etc. Ask pupils to count objects around the classroom. EXCEED The pupil can say all of the numbers and corresponding colours correctly. ➔ Ask pupils if they know any numbers between 10 and 20.

iagn ose

The first activity in each lesson is designed to activate prior knowledge and help you to diagnose levels before introducing new language. These activities are designed to review language previously introduced in the course and to provide opportunities for pupils to share anything they already know about the topic.

Support and recycle Activities throughout the unit support the learning of the key language, from presentation to recognition, controlled production and freer production. Language is systematically developed and built up over the course of the unit leading to the final Time to shine project task, giving pupils of all abilities the opportunity to shine.

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Working with projects in Rise and Shine At the end of each unit, the Time to shine projects offer pupils the opportunity to apply the skills they have learnt in the unit through a fun, achievable project. Projects have been specially designed in multiple steps, starting with a language review, so that all pupils can achieve. Teachers may choose to assign only some of the steps to pupils who need extra support and bring the whole class together at the end so that every pupil feels a sense of achievement. Having the chance to shine at the end of a unit in the form of the project allows pupils a clear purpose and a strong connection to their world knowledge and interests. The context of the final project links back to the unit title and allows further exploration of the Global citizenship strand and themes from the stories. This allows pupils to ‘reimagine’ what they have learnt in their own context in answer to the unit topic. Communication and collaboration are key to successful projects in Rise and Shine. Pupils are encouraged to verbalise opinions and interact with their classmates, enabling a real communicative context to develop in the classroom. Pupils also develop their collaboration skills by working towards a group goal for projects. This allows learning to take place in a group and the final product is co-constructed. Roles and responsibilities in the group are agreed and can be flexible, giving pupils opportunities to take on different roles and develop different skills. The project itself is clearly scaffolded into mini-steps, giving pupils a sense of achievement and the ability to apply English to express their ideas. It is important that pupils make their own decisions about each project, including how they work and what they create. Each pupil has their time to shine through their unique work on projects. The final step enables all pupils to collaborate regardless of ability, e.g. a class vote.

Tips for carrying out project work in class

• Prepare pupils by having them think about the project in advance. Allow pupils to come up with their own ideas and feedback on their ideas where appropriate. Allow pupils to showcase their idea and project in their own words and their final output for the project.

• Assess the quality of projects by using other work as a

reference. Help pupils understand expectations by showing them good examples of other pupils’ work. Develop scaffolding to help pupils reach the standards and include both individual and group grades.

• Promote full participation by encouraging pupils to offer

feedback on their classmates’ projects. Pupils should offer positive comments, e.g. I like the drawing, and could offer suggestions for improvement where appropriate, e.g. You could use more colours.

• Provide opportunities for pupil reflection both for the

process and for the final product. Ask pupils to think about what they might do differently or change about their project now that they have finished and heard feedback from their classmates.

Many international curriculums encourage Project-based learning in the primary classroom because it nurtures relationships and a culture of creativity and innovation. Rise and Shine draws on Project-based learning, which is an engaging multidisciplinary approach to teaching and learning that encourages learners to solve real-world problems. Project-based learning is collaborative and hands-on, asking pupils to work with peers, teachers and experts in their communities and around the world to ask good questions, develop deep subject area knowledge, identify and solve challenges, take action and share their experience. Project-based learning:

• provides a flexible framework for learning with multiple entry points,

• gives pupils ownership of their learning, • focuses on challenges with clear solutions, • promotes the authentic use of technology, • develops future skills, • encourages deep reflection on teaching and learning.

Course methodology

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Managing inclusive classrooms Rise and Shine is designed to support inclusive classrooms and supports teachers to create an environment where all pupils can access the same learning.

• Activities in the Pupil’s Book support Assessment for

Learning and allow pupils to personalise their responses.

• Three-tiered guidance (Achieve, Adjust, Exceed) in the

lesson notes supports teachers in measuring progress and managing expectations for the I can shine activities to allow all learners to perform to their ability.

• A stepped Time to shine project with support for teachers

in adjusting expectations makes it possible for all pupils to participate in some way and feel a sense of achievement. The course offers scaffolding to learning outcomes and support for achieving, adjusting and exceeding based on expectations.

• Embedded tips within lessons suggest differentiated

teaching methods, including drawing on the skills and abilities of different pupils.

• Additional exposure, scaffolding and practice on the

digital offering provides extra support for those who are struggling or need to be challenged.

Throughout the Teacher’s Book there are targeted teachertraining tips to give teachers their time to shine. TEACHER TIME TO SHINE: speaking in class Basic props can help pupils use the functional language in real-world situations. Before Activity 4, rearrange the classroom furniture into a café/restaurant set-up and give pupils pretend menus. Some learners may benefit from having pictures on the menu. If pupils are playing the waiter/waitress role, give them a notebook and pencil as a prop and encourage them to write the order if they can. Give pupils time to practise what they will say in pairs first. Additional support for mixed abilities and the inclusive classroom can also be found on the digital Presentation tool.

Strategies to benefit all pupils in inclusive classrooms Set clear objectives: Rise and Shine sets out pupil-friendly objectives in the Teacher’s Book for each lesson. Sharing this with pupils at the beginning of the lesson and making sure they know what to expect (and what is expected of them) decreases anxiety and allows pupils to prepare themselves for the tasks they find more difficult and look forward to the tasks they enjoy more.

Take a multisensory approach: useful with all primary learners, learners with additional needs draw extra benefit from encountering language in multiple modes. Multisensory approaches are recommenced for learners with dyslexic tendencies. Rise and Shine presents language through text, images, audio, song and video. Ensuring a balance between different modes holds the class’ attention and sets up all learners to achieve. Give more space to activities: allowing pupils the time and flexibility to do activities in a way that suits their needs will ensure that all pupils can participate in the same activity, increasing confidence and motivation. Pupils who struggle with written tasks, for example, may benefit from doing only one or two task items in written form and completing the rest of the activity orally. Adjust expectations rather than materials: expecting all learners to achieve at the same level is often unrealistic and puts undue pressure on learners with additional needs and teachers alike. Written activities in Rise and Shine are structured to increase in difficulty, so that all pupils can complete at least some of the activity. Some may complete only the first few task items but being set the same activity as the rest of the class avoids pupils feeling singled out and increases confidence. Give all pupils opportunities to speak: while some pupils will be confident speaking up in class, others may feel anxious, especially if they have speech difficulties or are particularly shy. Organizing some speaking activities as pair or small group tasks allows all pupils to practise speaking in a safe environment. Check in with pupils regularly on how they feel about speaking in class as even the most anxious pupils may be waiting for their moment! Continuous repetition: Rise and Shine is structured to repeat and recycle key language continuously and consistently throughout the course, however regularly reviewing key language in class benefits all pupils. Display important vocabulary or structures on the wall or on the board as a reference for pupils. Involve pupils in the creation of extra materials: the whole class can be involved in the preparation of display materials for the classroom such as posters or charts, or individual materials, such as a personal dictionary for key vocabulary. These tasks give pupils control and choice, and give the opportunity for those with linguistic difficulties to combine skills they feel more confident in with English. Meanwhile, pupils needing extra challenge can be encouraged to research and extend language.

Diagnose before presenting new language: by taking the time to ascertain what pupils already know on a topic, teachers gain instant feedback on what to focus on in the lesson. This is particularly useful in inclusive classrooms where there may be a very wide range of knowledge among pupils. Rise and Shine offers a diagnostic activity in the Teacher’s Book before presenting any new language.

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Teaching with video Video is a great tool for conveying information to young learners. A combination of images, movement, colours, sounds, music and language supports learning at all levels. Pupils may watch the same videos many times and each time their perception of the material they watch is enhanced. Video plays a crucial role in Rise and Shine and is an engaging and interactive resource for pupils. Rise and Shine offers two types of video: real world and story animations.

Practical tips for using video

Our World video

• Use the animations and the videos to revise the material.

Rise and Shine includes six videos using real life footage. These videos follow the unit topics and add a real life documentary feel to the content of the unit. These videos are designed as a flexible resource, to be used at multiple points in the unit. Each one can be used at the start of a unit of work along with the Big Picture to introduce the topic. It provides exposure to Vocabulary 1 and Grammar 1 receptively in context. The topic also links to the real-world global or local angle in the Grow stage and can be used in lesson 6 to support the global citizenship theme. If time allows, the video can also be used at the end of the unit to wrap up the topic and give pupils a chance to reflect on how much more they understand of the video now that they have finished the unit. Worksheets for Our World videos are available on the Pearson English Portal.

Watching the video allows pupils to see language learnt in another context. It is likely that during the first viewing pupils will not understand the entire text presented in the recording but they will get the meaning of the pictures, sounds and the rhythm of the spoken language. They will remember some phrases, especially those which are repeated often. Children have a good short-term memory but watching the same episodes again two months after new material was introduced will considerably stimulate their memorising ability.

• Watch the video with pupils from the beginning to the end. Encourage pupils to say aloud the English words which they remember from the recording.

• Watch the video again, stopping the recording after each scene so that you can ask pupils questions about the things they see.

• Listen to the video with the screen covered (blind listening) and ask pupils about what they heard to support listening skills development.

• Watch the video with the sound muted (silent viewing)

and ask pupils to name objects, describe the scenes or imagine what is being said to revise key language and support critical thinking skills.

Story animations Rise and Shine offers seven story animation videos to accompany the story in the Pupil’s Book. These animations bring the story to life and encourage pupils to revisit the story again and again. Animations can be used alongside or instead of the class audio of the story. The characters in the animation encourage pupils to interact with the story by asking a question for them to answer.

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Facilitating speaking While speaking activities appear throughout the units in Rise and Shine, the Build stage provides a special, supported opportunity for pupils to build up a short exchange in a safe environment. Cut outs and speaking props are provided as a communication kit to support confidence building. Cut outs link thematically with the unit topic and vocabulary and allow for personalisation, which takes the form of a mini-project. This helps make the language meaningful for pupils. The focus on communication and speaking comes through clearly in this lesson through speaking strategies that allow for scaffolded steps. This is the main opportunity before the final Time to shine task to build confidence in oral production and consolidate language learnt so far. 2

mum

granny

dog

dad

grandad

bird

brother

uncle

fish

cat

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To develop learner confidence, Rise and Shine offers puzzle-like visual activities throughout the level that can act as a conversation starter to support speaking. These can be extended into a think-pair-share collaborative learning task. These also provide the opportunity to pair stronger and weaker learners for differentiated support. I

Listen and number. Say.

ma ine g

onder

1.11

demonstrate the activity with a volunteer.

• Provide plenty of opportunities for pair or small group

work. While some pupils always volunteer to speak in front of the class, others are nervous and may speak more in the relaxed setting of a small group.

• When pupils work in pairs, be sure to monitor and praise them, offering support where needed.

• Allow enough time for pupils to complete the task,

Build

• Pair pupils strategically. Experiment with pairing stronger

pupils with ones who need more support for some activities, while pairing pupils at a similar level for others.

• Speak as much English as possible in the classroom.

Deliver instructions in English, even if they need to be repeated in L1 for younger pupils, to start to create a safe English space. See page xxviii for a list of useful classroom language.

• Encourage any visitors to the class to speak English

when possible, including other teachers, older pupils and parents.

Shine

Grow

• Don’t discourage young pupils from speaking in L1.

Lesson 5

• Ensure pupils know what they need to do. Always

they do not disrupt other pupils and all pupils get the opportunity to finish the task.

cousin

Z02.indd 85

is a good way of doing this. Make sure that pupils are provided with the language and the scaffolding they need.

• Provide extension activities for the fast finishers, so that

sister

auntie

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Z02_RS_PB

• Give your pupils a reason to speak. A conversation starter

especially when working in small groups. Shy pupils especially feel demotivated if they miss their opportunity to speak because of time constraints.

My toys

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Tips for encouraging pupils to speak in the classroom

Instead, praise their responses and ask them if they can say any of the words in English. Ask the whole class to help.

Listen and number.

big

• Encourage pupils to ask how to say things in English and praise them for doing so.

Look and play.

It’s old.

It’s an elephant. It’s small.

old. mall!

Listen and say.

My sounds

What’s this?

ew. ue.

1.12

Two toy teddy bears and Dora the doll.

I can shine! 4

Cut out and guess the toys.

What’s this? It’s new. It’s blue. It’s a robot.

I can ask and answer about toys. Communication Describing toys; sounds t and d

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Teaching with posters Placing words on the poster If pupils can recognise written words, you can ask them to place appropriate below the pictures in the poster. One by one, pupils come to the poster and place a card with the corresponding word in the appropriate place. Then you can ask all pupils to read the words aloud together.

Posters can play a key role in the English language lesson as they are such a powerful visual tool. They can be a valuable way to focus pupils’ attention, allowing pupils to really engage with the topic and also consolidate and extend the language already learnt.

Tips for working with posters

Memory game Set a specific time limit, e.g. 30 seconds. Tell pupils to look at the poster carefully and remember as much as they can. Then cover the poster or take it off the wall and ask pupils one by one about the objects presented in the poster. You can also ask about the features of these objects, e.g. Is the (ball) (big)? What colour is the (kite)? The pupils’ task is to answer from memory. You can also conduct this exercise as a team competition, observing the time limit. The team who provides the biggest number of names of objects from the poster wins.

Stick the poster to the wall in a visible place. In this way it will remind pupils of the material they have covered. Predicting In order to create an atmosphere of anticipation and to invoke curiosity in children, give pupils the title of the poster before you show it to them. Tell pupils that in a moment they will see a poster with, e.g. toys. Ask pupils to think about the vocabulary which may be presented in the poster. Encourage them to provide examples of particular words related to this thematic group. In the case of toys it will be a teddy, a doll, a ball, a kite, etc. Then stick the poster to the wall and check together how many words the pupils predicted correctly.

True or false? Point to various objects in the poster and make true or false sentences related to them. For example, point to a lion and say It’s a horse. Pupils answer No. It’s a lion!

Progress Chart W

elcom

Unit 1

Unit 2

Uni

Listening

Quiz Tell pupils that you are thinking about a certain picture from the poster. The pupils’ task is to guess which picture you mean. You can describe the object you have in mind for more advanced pupils, e.g. It’s grey. It’s small. It has got a tail. What is it? Pupils answer (It’s a bird.)

I can recognise my words.

I can understand questions.

I can hear my words in dialogues.

I can read my words in stories.

I can read my phrases and sentences.

Reading

I can recognise my words.

Peeping through a keyhole Cut out a hole (5–7 cm wide) resembling a keyhole in the middle of a large sheet of paper. Place the sheet on the poster and ask pupils what they can see. Move the sheet on the poster so that each time pupils guess the name of a different object.

Speaking

I can say my words and phrases.

I can answer questions about me and my world.

I can talk about my likes and abilities.

Writing

6/30/20 9:24 AM

I can make marks and write numbers.

I can trace my words.

I can copy / write my words.

1 I can name my toys and family.

3 I can ask friends to play.

2 I can ask and answer about toys and family.

4 I can thank someone.

3 I can play games with my friends.

2 I can say what food I like.

Uni

I can listen to descriptions and information.

I can read short stories and descriptions.

I can describe people and things.

I can write my phrases and sentences.

1 I can read animals and clothes words.

1 I can read body and food words.

My Progress Chart

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Finding and pointing Ask individual pupils to come to the poster, find and point to appropriate objects, e.g. Point to the (red car), etc. You can also divide pupils into two teams and change finding particular elements into an exciting competition. Ask one person from the team to come to the poster and find a particular object. If he/she does it correctly, the team scores a point. If he/she makes a mistake, another team takes a turn. Pupils can replace the teacher and give the commands.

Asking questions Point to the objects, people, colours, etc. presented in the poster and ask questions: What’s this? What colour is it? How many (balls) can you see? Is it a (doll)?, etc.

3 I can find animals in nature.

2 I can talk about animals and clothes.

4 I can choose clothes and dress up.

4 I can ask for food from a menu.

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Classroom management Rise and Shine presents opportunities for individual work, pairwork, group work and whole-class activities. When working in pairs, groups or in a whole-class setting, pupils engage in cooperative learning – learning with and from each other. The following suggestions focus on different ways of grouping or pairing pupils. All the activities presented here are suited to any group size, age or interest.

Dividing pupils into pairs and groups Grouping by order Organise pupils in a specific order, then divide them up. Ask pupils to get in line in alphabetical order (according to their first name or last name), by the number of letters in their name, order of birthdays (grouped either by month or by their date of birth) or height. Animal sounds This is a loud but fun way to divide up pupils. Write names of animals on slips of paper. Distribute them and ask pupils not to show their slips to each other. When they are ready, ask them to start making the sound of the animal that is written on their slip of paper. They have to find the other members of their animal family. Pick and mix Pupils can be divided into groups or pairs by having them pick objects from a bag. Then you can ask them to find their teammates. Some examples of objects you can use are: Coloured counters Ask pupils to team up with the same colours together, different colours together or two same colour counters and two different ones.

Signalling that the activity has finished When assigning speaking activities and playing games in large classes, it can often be hard to get pupils’ attention. With this in mind, here are some suggestions to help you deal with this situation. Can you hear me? Start talking to pupils in a very low voice and say If you can hear me, raise your hand. Pupils who hear you raise their hands, which will get the attention of other pupils, who will do the same. Clapping Clap your hands in different patterns and at different speeds. Pupils have to join you in clapping. Say Clap once if you can hear me. Some pupils join you. Then say Clap twice if you can hear me. And finally, say Clap three times if you can hear me. At this point, pupils will notice that the activity has finished. Eyes on me Count to three saying One, two, three… eyes on me! Pupils stop the activity and say One, two, three… eyes on you! This way, if the other pupils have not heard you, they will hear the pupils and then notice that the activity has finished. Give me five Put your hand up and say Give me five. Pupils put their hands up and say Five. Then they start to count from one to five. If that does not get everyone’s attention, say Give me five again. Pupils repeat the count. Putting hands up Put your hands up. Wait until pupils notice your hands up and gradually stop talking.

Coloured pencils Pupils who pick the same colours from the bag are in the same group/pair, light and dark of the same colour makes a pair or four different colours make a group.

Ring a bell Set a timer for the amount of time you would like the activity to last or ring a bell. When pupils hear the sound, they stop the activity.

Numbered lolly sticks Prepare lolly sticks by writing a number on the end of each stick and placing them number down in a small can or container. Each pupil picks one and finds their group/pair, e.g. same numbers, sequential numbers or odd numbers.

Silent request Create a signal for silence. Then practise the signal with your pupils until they know that every time you make that signal it’s time to stop the activity.

Word jumble Write vocabulary words from a topic on slips of paper and put them in a bag or box. Ask pupils to pick one and find their pair or the rest of their group. Pupils should look for others who have similar words or things, e.g. animals – all dogs together, all birds together, all cats together; others from the same family, e.g. jungle animals, farm animals, sea animals; or others whose word starts with the same letter, e.g. roses, rainbow, red, rock.

Singing Play or sing a Rise and Shine song or chant. Have pupils join in. Traffic light Make a traffic light with removable coloured circles. When green, pupils can talk in pairs or in groups. When orange, they must be ready to end the conversation. When red, it’s time to stop talking. If they’re too loud, you can quickly go from green to red. If they’re quieter again, go back to green.

Strategic grouping Depending on the activity, you may want to group pupils using one of these combinations: stronger and weaker pupils together, stronger pupils together, weaker pupils together, talkers and listeners together. Whatever you choose, do not let pupils know what your strategy is.

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Games and extensions Flashcard games Memory game Stick picture cards on the board. Ask pupils to memorise the cards then remove them and pupils list the items. To make the game more challenging, ask pupils to say the cards in the order they appeared on the board, or only remove one. Picture card mime Invite a pupil to the front. Show him/ her a card or a written word while hiding it from the rest of the class. He/She mimes the word silently. The pupil who correctly guesses the word comes forward to mime the next word. Alternatively, split the class into two teams and ask a member of each team to mime the same word for their teams. Sort the cards Divide the class into small groups. Mix picture cards from different units and divide them into piles to match the number of groups. Pupils arrange them back into categories. The first group to finish wins. Tic-Tac-Toe Divide the class into two teams. One is ‘O’ and the other is ‘X’. Draw a large grid on the board with nine spaces. Stick one picture card in each space, facing the board. Pupils select a card, turn it over and say the word on the picture card. If it is correct, remove the picture card and write an ‘O’ or an ‘X’ in the space. Snap! Prepare flashcards from one vocabulary group. Say or write on the board one word from the group. Show pupils all the cards from the group. When pupils see the card with the picture that corresponds to the word, they call Snap! Which is different? Stick a set of five cards to the board – four from the same group and one from a different group. Ask pupils Which is different? The pupils’ task is to find the odd one out as quickly as possible.

TPR games Aye, aye, Captain! You are the captain. Give orders to the class. This is a useful activity to review actions, parts of the body, colours, numbers and classroom objects. For example, you say Jump three times. Touch your head. Turn around. Then pupils say Aye, aye, Captain! and carry out the action. Model a few times and then invite pupils to be the captain. Basketball Ask a pupil a question. If he/she answers correctly, he/she has a shot at the basket. If the pupil gets the ball in the basket (or box), he/she wins two points. If he/ she only hits the basket, he/she wins one point. The pupil with the most points is the winner. Pass the ball Pupils stand in a large circle. Make a paper ball (or use a soft ball), then call out a category, e.g. family, and throw the ball to a pupil. He/She must say a word in the category, then throw the ball to another pupil, who says another word in the same category. If a pupil drops the ball, he/she must sit down. Continue until one pupil remains. This game can also be used to have pupils ask and answer questions or practise vocabulary that follows a sequence, e.g. days of the week, months of the year.

I name it and you point to it Pupils sit in a circle. In the middle place a few flashcards belonging to one vocabulary group. Ask pupils to keep their hands behind their backs. Say a word presented on one of the cards placed in the middle of the circle. The pupils’ task is to touch it as quickly as possible. You can divide the class into teams and award points to the group whose representative touched the card first. Pupils may also play this game in pairs or in small groups. Alternative bingo Ask each pupil to draw a picture presenting a word from a particular vocabulary group, e.g. animals. While pupils are drawing, write words belonging to this vocabulary group on small pieces of paper and put them in a box or bag. Ask pupils to stand up. Pick out one piece of paper at a time and read out the word. The pupils who drew the corresponding animal or object sit down. Continue until you have read out all the words.

Team games Category writing Divide the class into groups. Each group chooses their ‘captain’. Write the name of a vocabulary category on the board, e.g. sports, food or animals. Each group helps their captain to write as many words as they can which belong to the category in two minutes. Drawing race Divide the class into two teams and invite a pupil from each team to the front of the class. Whisper a word to the two pupils. Each pupil draws the item on the board. The first team to identify the picture correctly wins a point. Continue until everyone has had a turn at drawing a word. Parachute Play a guessing game in teams. Draw a large parachute on the board with some strings leading to a stick figure hanging from the parachute. Think of a word pupils have learnt and draw a dash inside the parachute for each letter in the word. Pupils from one team try to guess the word. For each incorrect guess, erase one of the parachute’s strings. Award points to the team when they guess the word correctly. If all the parachute’s strings are erased before pupils guess the word, the other team can try. Reading race Write sets of sentences on strips of paper describing picture cards, e.g. It’s big. It’s black and white. It has four legs. Divide the class into teams and ask each team to stand in a line. Place a set of sentences face down at the front of each line. Stick the picture cards on the board. When you say Go! one pupil from each team picks up a sentence, sticks it below the appropriate picture card on the board and goes back to his/her team. The first team to stick all its sentences under the correct cards wins. Word swat Divide pupils into two teams. Ask them to stand in a line facing the board. Give the pupil at the front of each team a fly swat. Place words randomly on the board. Say or describe a word. The pupil with the fly swat must run and swat the correct word/s. The pupil who completes the task first wins a point.

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Board race Divide the class into two teams. On the board, draw a long racetrack divided into a number of sections corresponding to the number of questions prepared. Use pieces of colourful paper or magnets as counters (one for each team). Ask pupils questions, e.g. show them flashcards, story cards or objects located in the classroom and ask, e.g. What’s this? How many? The pupil who provides the correct answer scores one point for his/her team and may move the counter to the next section of the racetrack. The team that reaches the finishing line first is the winner.

Picture dictation Divide the class into pairs. Pupil A describes a picture for Pupil B to draw. Then they switch roles. This game can be played with any lexical set. Song or chant extension Have pupils work in pairs or small groups. Prompt them to write a new verse for the song, using the lyrics on the Pupil’s Book pages. You can change just some words or all the lyrics, depending on their level.

Phonics and spelling games Little books labelling Do an activity to practise spelling words with the target sounds/graphemes. Give each pupil a sheet of paper and ask them to fold and tear it in half lengthways and join the ends of the two strips with sticky tape. Now fold the paper like a fan and stick some tape along the spine to make an eight-page book. Pupils write their name on the cover, then draw four simple illustrations on alternate pages. Next, they swap books with a partner and label the illustrations in each other’s books. They check the books together. Speedy sounds Make letter cards to review the key sounds from a unit. Show the cards in random order and have pupils chorus the letter sounds. Gradually increase the speed. Then show a card and elicit a word containing that sound. Repeat with the other cards. Spin the pencil Play a game to practise spelling words with target sounds/graphemes. Put the pupils in pairs. Have them draw a large circle on a sheet of paper with graphemes around the edge, like a clock face. They take it in turns to spin a pencil in the circle and spell a word from the letter sound that the pencil is pointing to.

Miscellaneous games Bingo Play bingo with any topic. Ask pupils to draw the bingo grids. Then they write or draw in the boxes the vocabulary items you wish to review. The winner is the first pupil to check off all the items on his/her grid. Drawing game Pupils draw pictures of target vocabulary on the board. They must do this slowly, line by line. The class tries to guess what each pupil is drawing before he/she finishes the picture. The first pupil to guess draws the next item. I spy Choose something you can see and say I spy with my little eye something beginning with (g). Pupils guess the object. The pupil who guesses correctly has a turn at choosing an item. Pass the secret Ask pupils to sit in a circle. Start the secret by whispering a simple sentence to the pupil next to you, e.g. I have a yellow hat. The pupils whisper the secret around the circle. The last pupil says the secret out loud. Compare how close it is to your original secret sentence. If necessary, write the original secret sentence on the board.

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Classroom language Greeting the class

During the lesson – questions

Hello. Hi!

How are you today?

Are you ready?

May/Can I help you?

Good morning/afternoon.

Is everyone here?

Do you understand?

Are you finished?

Come in.

Is anyone away today?

What do you think?

What can you see?

Sit down/Stand up, please.

Where is (Juan)?

Anything else?

What day is it today?

Starting the lesson

Pair work/Group work

Are you ready?

Give this/these out, please.

Find a partner.

Let’s begin/start.

Have you got a (pencil)?

Get into twos/threes.

Listen (to me).

Open your books at page (4).

Who’s your partner?

Look (at me/at the board).

Turn to page (6).

Make a circle.

Take out your books.

Open/Close the door.

Work with your partner/friend/group.

Managing the class

Ending the lesson

Be quiet, please.

Put your hands up/down.

Put your books/notebooks/coloured pencils away.

Look at me/Listen to me.

Who’s next?

Tidy up.

Come to the front of the

Repeat after me.

Put that in the bin/rubbish bin, please.

class.

Wait a minute, please.

Collect the stickers/cards/spinners/scissors, please.

Come to the board.

Hurry up.

The lesson is finished. That’s all for today. Goodbye!

Words of praise Well done!

Good job.

See you tomorrow.

Excellent!

Congratulations!

Have a nice weekend/holiday.

Fantastic!

That’s correct!

That’s nice.

Great work!

Much better.

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Extra digital resources

Activity Book

Extra print resources

train

4 Watch and listen.

Listen, point and say.

teddy bear

3 Stick and say.

1.02

tablet

elephant

Toys

Say the words in alphabetical order.

Look at my new words. Match and colour.

Tell me!

Find and colour. Then trace and say.

Extra time?

1.03

Sing and act.

What’s this? It’s a car.

doll

car

Song and structures What’s this? It’s a (car).

I can name my toys.

tablet

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School things

It’s a car.

Ask and answer about toys. What’s this?

SO ng

Shine

Listen and number.

I can shine!

1.05

Grow

elephant

robot

Lesson 2

Build

1.07

It’s my robot. It’s new.

Towers

Listen or watch.

Story value A story about caring for and recycling toys

What’s this?

Story

Draw. Then say.

Rate the story and tell a friend.

And you? What’s your favourite toy at school?

agine

Draw a toy for Kiki.

Extra time?

Shine

3 Circle Dexter’s favourite toy.

I can understand a story about toys.

4 Act out.

lo co

ur me

It’s a doll / an elephant.

Let’s imagine!

Grow

I can shine!

Build

26/05/2020 20:02

Story language What’s this? It’s my (robot). It’s my favourite toy.

Which toy is new? Look and tick (✓).

Find and colour. Then circle.

PB p12–13

Lesson 3

I can shine!

M02_RS_AB1_5768_M02.indd 6



No, Mia! My teddy bear! It’s my favourite toy!

onder

Let’s imagine!

Unit 1, p6, Activity 1

Lesson 3

1 Which toys can you see in the story? Tick (✓).

small

big

Vocabulary and structures Adjectives; It’s a (train). It’s (old).

It’s a train, it’s old. It’s a ball, it’s small!

It’s old.

Listen and number. Say.

It’s a car, it’s blue.

old

1.09

t C h a nIt’s a doll, it’s new.

Listen and say.

Lesson 1

It’s a teddy bear.

Toys

Say the words in alphabetical order.

Look at my new words. Match and colour.

Tell me!

Extra time?

car doll

tablet

26/05/2020 20:02

School things

elephant

Structures

Listen and circle.

M02_RS_AB1_5768_M02.indd 5

✗

Write your favourite toy word.

Colour a toy in Activity 2. Write. Then tell a friend.

I can shine!

3 It’s a tablet.

1 It’s a teddy bear.

It’s a

4 It’s a car.

2 It’s a robot.

2 Read and tick (✓) or cross (✗).

1.06

Lesson 2

ur me

Extra time?

lo co

26/05/2020 20:02

Story

Rate the story and tell a friend.

And you? What’s your favourite toy at school?

Draw. Then say.

Extra time?

lo co

ur me

It’s a doll / an elephant.

Let’s imagine!

Which toy is new? Look and tick (✓).

Find and colour. Then circle.

PB p12–13

Lesson 3

I can shine!

M02_RS_AB1_5768_M02.indd 6



26/05/2020 20:02

It’s a teddy bear.

It’s old.

Think of an old toy you’ve got. Draw and tell a friend.

It’s green.

M02_RS_AB1_5768_M02.indd 7

It’s new.

2 Follow, find and number. Then say.

Extra time?

What is it?

Let’s build!

big / small . It’s

Vocabulary and structures

It’s a doll / teddy bear.

1 Read and trace. Then circle.

Lesson 4

26/05/2020 20:02

1 2

It’s a … It’s …

Listen and say.

It’s a robot.

Two toy teddy bears and Dora the doll.

Shine

1.14

ur me

lo co

Listen and repeat. Trace. Then tick (✓) the odd one out.

Listen and colour.

Communication

26/05/2020 20:02

Communication Describing toys; sounds t and d

Listen to a friend and draw. Then swap.

I can shine!

1.13

Lesson 5

My sounds

M02_RS_AB1_5768_M02.indd 8



Extra time?

What is it?

Let’s build!

big / small .

1.12

Grow

My sounds

I can ask and answer about toys.

It’s

Think of an old toy you’ve got. Draw and tell a friend.

It’s old.

It’s green.

Build

Cut out and guess the toys.

I can shine!

It’s an elephant.

What’s this? It’s new. It’s blue.

It’s small.

What’s this?

Look and play.

Listen and number.

ma ine g

26/05/2020 20:02

I share toys!

al Citiz e ob

Let’s be friends

kite

al Citiz e ob

Let’s be friends

I share toys!

plane

al Citiz e ob

I share toys!

I share toys

Listen, look and find.

Let’s be friends I share toys!

Let’s be friends

al Citiz e ob

1.16

al Citiz e ob

Watch and listen.

al Citiz e ob

I celebrate all families!

bike

New toys or old toys?

Think and share!

al Citiz e ob

book

al Citiz e ob

New

I try different food!

1.17

M02_RS_AB1_5768_M02.indd 9

New

M02_RS_AB1_5768_M02.indd 9

Extra time?

It’s a

Extra time?

Do you share your toys?

Think and share

Old

It’s a new doll.

My English

What toys do your friends share with you? Talk with a friend.

What’s this?

Old

Do you share your toys?

2 Look and write. Then act out.

I can shine!

al Citiz e ob

Shine

I can ask to play.

lo co

ur me

lo co

26/05/2020 20:02

ur me

9 26/05/2020 20:02

Yes! Let’s play.

Choose a toy. Let’s play!

Yes! Let’s play.

Playing with friends

Grow

I can shine!

Can I play?

plane

Can I play?

Build

My Everyday English Sharing toys; Can I play? Yes! Let’s play.

Listen and tick (✓).

I appreciate special clothes

3 kite

It’s a new doll.

1 Circle the odd one out. Then say. 1

2 I appreciate special clothes

doll

Think and share

Global Citizenship Lessons 6 and 7

ma ine g

I appreciate special clothes

My English

What toys do your friends share with you? Talk with a friend.

What’s this?

2 Look and write. Then act out.

I can shine!

1 Circle the odd one out. Then say.

Global Citizenship Lessons 6 and 7

al Citiz e ob

I appreciate special clothes

1 Look and number.

I try different food!

I play with friends!

onder

Lesson 7

I try different food!

Unit 1, p9, Activity 1

Global Citizenship A toy museum; new and old toys

I play with friends!

al Citiz e ob

Listen, point and say.

Lorem ipsum

I celebrate all families!

3 Circle old toys in blue. Circle new toys in green.

OptD

1.15

music box

OptC

Lesson 6

OptB

OptA

4 8

toy swap!

Unit review Unit objectives review

ball doll robot teddy bear train tablet elephant car

A car?

It’s old / new.

It’s small. It’s old.

3 Describe the toy.

It’s big / small.

4 Think! Choose a toy for the box. Circle.

colour and circle.

onder

It’s …

blue.

green.

It’s …

old.

new.

M02_RS_AB1_5768_M02.indd 10

old

Lesson 8

tablet. doll. robot. an elephant. a

What’s this? It’s a

red.

yellow.

big.

small.

box.

Extra time?

It’s a big car. It’s red.

26/05/2020 20:03

Choose and tick (✓). ). Draw and colour. Then tell a friend.

ball. car. teddy bear. a train. a

Unit 1 Review

1 Trace and number. It’s …

finis

start

A doll?

old

M02_RS_AB1_5768_M02.indd 11

Home-school link

small

TOYS

It’s an elephant. It’s grey.

Make a toy box. Then show and tell your family

new

S hine

big

It’s a ball. It’s small.

Unit project A class toy swap

Yes!

It’s old. It’s red.

Yes!

26/05/2020 20:03

Stick, draw and colour. Then play the game.

4 Read. Then think and write.

Home-school link

small

big

It’s a ball. It’s small.

Grow

Guess your friend’s toy.

Add your toy to a class toy swap poster.

I can shareImy toystoys with my class! share

Can I play?

TOYS

Build

Share your toy with the class.

Time to shine!

It’s an elephant. It’s grey.

Stick, draw and colour. Then play the game.

Make a toy box. Then show and tell your family

new

M02_RS_AB1_5768_M02.indd 11



finish

star

4 Read. Then think and write.

ma ine g

Create

Draw your toy for the class toy swap.

Step 2 5

Unit 1, p11, Activity 1

Review

2 Choose a toy. Draw,

1 Look, read and number. Then trace.

Step 1

Let’s have a class

Week 5

26/05/2020 20:03



plane.

I’ve got

car.

I’ve got

What’s this?

22/05/2020 09:59

family

toy

M02_RS_PB1_5478_M02.indd 31

My favourite song is in Unit .

My favourite story is in Unit .

I know words.

5 Read and complete.

Think about my progress

For my

a label.

4 Draw or make

Mini-project

3 I can ask friends to play.

It’s a

This is my …

Review 1

5 4

1 It’s a

19 7

6 8

13 12 10

train / car.

1 2 3 4 5 6

7 10 9

15 14 13

It’s a …

26/05/2020 20:26

✓

Review 1

✗

Review

22/05/2020 10:00

It’s a

. .

Think of a toy to give to your best friend. Draw and write.

This is for you,

M03_RS_AB1_5768_M03.indd 21

✓

Read and colour.

4 I completed Review 1!

3 I can talk about things and people important to me.

2 I can write family words.

1 I can write toy words.

Time to shine!

Let’s play with . the

Think of a toy to play with. Draw, write and say.

Mini-project

Review 1

✗

26/05/2020 20:26

a new bike. an old plane. a big dog. a small fish.

I’ve got …

Review 1

4 I can thank someone.

26/05/2020 20:26

4 Read and trace. Then tick (✓) for you.

4 I completed Review 1!

✓

Read and colour.

3 I can talk about things and people important to me.

2 I can write family words.

1 I can write toy words.

cat / dog.

2 This is my

20 21 23 22

What’s this?

Listen and number. Then ask and answer.

It's a train.

3 Join the dots. Then read, trace and circle.

Who’s this?

2.19

M03_RS_AB1_5768_M03.indd 20

2 a

Important to me Colour and say.

Review

This is for you,

Think of a toy to give to your best friend. Draw and write.

Time to shine!

Let’s play with . the

Think of a toy to play with. Draw, write and say.

Mini-project

M03_RS_AB1_5768_M03.indd 21

Review

a new bike. an old plane. a big dog. a small fish.

I’ve got …

4 Read and trace. Then tick (✓) for you.

Review

2 I can ask and answer about toys and family.

Read and tick (✓).

1 I can name my toys and family.

Time to shine!

Review 1, p21, Activity 4

It’s a ball. It’s old.

Look and point. Then ask and answer about toys.

Read and match. Then trace. I’ve got

Important to me Listen and find the toys.

elephant .

2.18

Review 1 Units 1 and 2

M02_RS_PB1_5478_M02.indd 30

Review

(every two units: Review)

Pearson English Portal • Animations • Our World videos • Stretch activities • Extra practice activities • Games

M02_RS_AB1_5768_M02.indd 4

teddy bear

robot

train

ball

Find and colour. Then trace and say.

Old toys, new toys Vocabulary PB p6

1 Trace and match.

Let’s review!

It’s new.

M02_RS_AB1_5768_M02.indd 7

2 Follow, find and number. Then say.

onder

1.11

Vocabulary and structures

It’s a doll / teddy bear.

1 Read and trace. Then circle.

Lesson 4

Lesson 5

Unit 1, p7, Activity 1

1.10

new

Listen and find.

4 Find, colour and number. Then say.

1.08

Lesson 4

Flashcards • Busy Book • Story cards • Poster

M02_RS_AB1_5768_M02.indd 4

teddy bear

robot

train

ball

Old toys, new toys Vocabulary PB p6

1 Trace and match.

Let’s review!

Lesson 1

Unit 1, p4, Activity 1

Vocabulary Toys

ball

doll

ma ine g

What’s in your toy box?

nd er

Tell me!

car

Listen and explore.

Activity Book

1.01

What can you see?

Lesson 1

Old toys, new toys

Pearson English Portal

Week 4

4–5 hours per week

2–3 hours per week

Pupil’s Book

Teacher’s Digital Resources

Week 3

Week 2



Gl Gl

I n



Gl Gl

I Gl

n Gl

F01_RS_TB1_5935_F01.indd 29 n



Week 1

Course planning

Practical tips and planning

2/24/21 12:00 PM

s r e w o T e n i h S d n a e s i R o t e m o c l We es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Welcome, the pupils will:

Exchange information on familiar topics

Recognise familiar words in phrases, sentences and texts

Use a few single words to name or describe familiar people or objects or express basic opinions

Participate in social exchanges in English

Create a plant pot and present it to the class

30 M01_RS_TB1_5935_M01.indd 30

2/18/21 5:16 PM

Target structures Number (one). It’s (blue). It’s a (door).

Phonics p (pencil, pink), b (blue, book)

Functional language How old are you? I’m (eight).

Values Let’s make new friends.

Recycling and building Hi/Hello! What your name? I’m… ./My name’s… .

Language stretch

Competency focus Having interest in interacting with others; understanding intercultural and socioeconomic dimensions of society.

Let’s be friends!

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can say single words related to familiar topics, if supported by pictures or gestures. (18)

Use simple words to take part in brief informational, instructional or transactional exchanges and/or conversations.

Learners can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures. (19)

Recognise familiar words in phrases, sentences and texts.

Learners can use a few simple words to describe objects (e.g. colour, number), if supported by pictures. (19)

Use basic words and phrases to talk about familiar topics and situations or express simple opinions.

Learners can take part in basic games that use fixed expressions or rhymes. (22)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

31 M01_RS_TB1_5935_M01.indd 31

2/18/21 5:16 PM

Lesson 1 – Vocabulary

Pupil’s Book page 4

ers

and Shine Tow Welcome to Rise

Objectives Lesson aim: to say hello and ask and answer about your name Target language: Hi/Hello! What your name? I’m…/My name’s…

• •

Hello! I’m Elena. What’s your name?

Lesson 1 What can you see?

GSE • Productive: Speaking: Can sing a simple song from memory. • Receptive: Listening: Can understand the main information when people introduce themselves.

0.04

Listen and explore.

Bruno

Elena

Rise and shine, It’s a beautiful day. Open your eyes, Let’s learn and play!

Wonder: sparking curiosity • Encourage pupils to create their own questions through noticing small things and making connections to the world around them. • Tell pupils this is a ‘Wonder’ lesson. Write the lesson objective on the board: We’re learning to introduce ourselves.

Hi! My name’s Dexter.

Starting the lesson: warm up and song

●

Play the Rise and Shine theme song and have pupils follow the words in the Pupil’s Book.

Play the song again and demonstrate actions for pupils to copy, e.g. Rise and shine (pupils stretch their arms), Open your eyes (pupils open and point to their eyes), Let’s learn and play! (pupils mime playing). Encourage less confident classes to sing the first and last lines and build up to the full song later.

Big Picture: what can you see? ●

●

0.04

Tell me!

What’s your name?

Listen and explore.

Activity Book page 2

Ask pupils to point at the characters and say their names again. Ask pupils to complete the empty face in the picture with a drawing of themselves or a character they create. To help them, first draw a (comical) picture of your face on the board.

Assess

t’

s Revie

Trace and match. Pupils trace over the first letter of each character’s name and match the characters to the silhouettes.

ANSWER KEY: 1 Bruno, 2 Mia, 3 Dexter, 4 Elena

Trace and colour. Then ask and answer. Pupils trace numbers 1–10 then use the key to colour each triangle. Extra time: Pupils tell a partner their favourite colour.

Introduce pupils to Bruno and tell them he’s the Wonder Helper. Read Bruno’s question in the speech bubble. Say each word individually and ask pupils to repeat. Then practise their answers using My name’s… and I’m… .

Introductions Hi!/Hello! What’s your name? I’m…/My name’s…

Look at the characters’ names and practise saying them. Tell pupils they are going to hear the children introducing themselves to each other. Play the audio and have pupils point at the characters as they hear their names. SUPPORT Write the characters’ names on the board, spell out the individual letters then say the full names for pupils to repeat. STRETCH Ask pupils if they can remember the question the children asked each other.

WONDER HELPER

Dexter

Draw your face.

In L1, ask pupils what actions or gestures they make when they greet people (e.g. hifive, wave, shake hands, hug). Ask them to work in pairs and choose 2 characters from the picture. One says, Hello! I’m (Bruno). What’s your name? using one of the actions or gestures and the other answers. Then they swap roles.

3 Draw your face. ●

Ending the lesson ●

2 Point and say. ●

2 Point and say.

iagn ose

Ask pupils to look at the main picture and say what they see. Help them by pointing to things they may know and asking What’s this? Draw pupils’ attention to the teddy bear that Dexter is carrying. Ask in L1: Why do you think Dexter has it with him? Why do you think it is special for him?

1 ●

Mia

0.02 0.03

Activity 1 Elena Dexter Mia Bruno All

Audioscript

Hello! I’m Elena. What’s your name? Hi! My name’s Dexter. Hello, I’m Mia. What’s your name? My name’s Bruno. Let’s be friends!

Starting the lesson

Learning path

Big Picture

Presentation: Activity 1

Practice: Activity 2

Wonder Helper

Activity Book Practice

Ending the lesson

M01_RS_TB1_5935_M01.indd 32

2/18/21 5:17 PM

Lesson 2 – Song

Pupil’s Book page 5

Objectives Lesson aim: to review numbers 1–10 and colours Target language: black, blue, brown, green, orange, pink, purple, red, white, yellow; numbers 1–10

• •

Lesson 2

1 2

0.05

0.06

Wonder

GSE • Productive: Speaking: Can use cardinal numbers up to 10. • Receptive: Listening: Can recognise cardinal numbers up to 10 in short phrases and sentences spoken clearly and slowly.

Listen and say the colour. Sing and act.

Wonder: sparking curiosity • Write the lesson objective on the board: We’re reviewing numbers 1–10 and colours.

g S On

One. It’s blue.

Assess

I can shine!

I can shine! 3 Colour. Then say.

ACHIEVE The pupil can say 5 of the numbers and the correct corresponding colours.

Two! Green.

ADJUST The pupil can say up to 5 of the numbers and the correct corresponding colours. ➔ Support pupils by building up numbers from 1 to 10. Count from 1 to 3, then 1 to 5, etc. Ask pupils to count objects around the classroom.

I can name numbers and colours.

Starting the lesson ●

Draw a rainbow with six stripes on the D iagn ose board. Point to each stripe and ask what colour it should be (the last one is purple). Ask How many colours can you see? Then ask pupils to draw their own.

1 ●

0.05

Listen and say the colour.

Look at the buttons on the lift panel. Play the audio and ask pupils to listen to the numbers and say the corresponding colours.

Sing and act.

Play the audio for pupils to listen. Then play again and ask pupils to sing along, Play the song a third time and introduce some actions, e.g. Welcome! Welcome! (pupils wave), Open the door (pupils open arms), Come inside (pupils beckon). Pupils press imaginary lift buttons for the numbers.

3 Colour. Then say. See the I can shine! box ●

to assess. Give pupils time to put their checkpoint sticker on the Pupil’s Book page.

Point at classroom objects. Ask How many… ? and What colour… ?

Activity 1 Two

Five

Audioscript Six

Eight

Ten

Activity 2 Welcome! Welcome! To Rise and Shine Towers. Open the door. Come inside.

Activity Book page 3

3 4

One, two, three, four, five. Blue, green, brown, yellow, white. Six, seven, eight, nine, ten. Orange, pink, black, purple, red!

●

0.06

Ending the lesson ●

ANSWER KEY: 2 green, 5 white, 6 orange, 8 black, 10 red

●

EXCEED The pupil can say all of the numbers and corresponding colours correctly. ➔ Ask pupils if they know any numbers between 10 and 20.

t’

Song and structures Colours and numbers; 1–10 (One). It’s (blue).

s Revie

Find, tick and colour. Say. Pupils find and tick the items they can see in the main picture then colour them. Draw and write for you. Then say. Pupils draw their face, write their name then tell a friend.

Pupils colour the Wonder checkpoint pebble. Extra time: Pupils write the missing numbers ANSWER KEY: 2, 6, 7, 10

Starting the lesson

Learning path

Presentation: Grammar

Practice: Activity 1 and 2

I can shine: Activity 3

Activity Book: Practice 1 and 2

Ending the lesson

M01_RS_TB1_5935_M01.indd 33

33 2/18/21 5:17 PM

Lesson 3 – Story

Pupil’s Book page 6

Objectives • Lesson aim: to read a story

Imagine

Starting the lesson Hold up or point to classroom items that appear in Activity 1. Ask What’s this? Encourage pupils to say the item and colour.

●

sess

0.08

Listen, point and say.

Ask pupils to look at the pictures. Say each word for them to repeat. Play the audio. Ask pupils to point to the picture as they hear each item. Play the audio again, pausing for pupils to repeat each word. Then ask pupils to trace over the words.

2 ●

0.09

Listen or watch.

Play the audio and ask pupils to follow the story in their books. Play the audio again, pausing after each character speaks so that pupils can repeat. Ask a confident class to read each character in the story together when you play the story a second time. Then play the video. IMAGINE HELPER Introduce pupils to Dexter the Imagine Helper. Ask them to read Dexter’s question. Ask pupils to imagine what they might have in their bags using any words they know in English. Encourage them to include colours and size if possible. They draw and colour an item.

3 Draw, colour and say. ●

●

Read the speech bubble. Ask pupils to colour each item, then choose and say the correct colour. See the I can shine! box to assess. Give pupils time to put their checkpoint sticker on the page.

desk

bag

chair

pencil

book

Listen or watch.

2 It’s my door. It’s blue.

I can shine! 3 Draw, colour and say.

Let’s imagine!

What’s in your bag?

3 It’s a door. It’s blue.

Story language It’s my (door). It’s (blue).

Assess

I can shine!

ACHIEVE The pupil can say the item and the colour for both pictures. They attempt using It’s (a)… construction. ADJUST The pupil can say one of the items and colours. ➔ Help pupils by using flashcards to review the classroom objects. EXCEED The pupil can describe both the items and colours correctly using It’s (a)… . ➔ Ask pupils to describe additional items in the story.

Activity 1 Activity 2

Elena

Play the audio or the last frame of the story again. Ask pupils to act it out in pairs to practise using It’s a… . Tell pupils they can refer to items on their own desks if they prefer.

Starting the lesson

Presentation

Story

Extra activity

Imagine Helper

M01_RS_TB1_5935_M01.indd 34

Audioscript

a door a desk a chair a bag a pencil a book 1 Dexter’s mum Mia 2 Dexter 3 Dexter

Remember, it’s floor 10. And the door is blue. Aaargh Oh no! Kiki! It’s my door. It’s blue! Clever Kiki! Oh! Hello Elena… Err… this is my house. My door is blue. No, Dexter – it’s my house. My door is blue, too. Let’s be friends!

I can shine: Story Activity 3 extension

p I can understand a story about new friends.

4 Dexter

Ending the lesson ●

0.09

iagn ose

1 ●

Listen, point and say.

door

Imagination: fostering imagination • Encourage pupils to be imaginative and creative in the classroom with the unit story. Invite pupils to act out the story, stepping into the characters’ shoes or telling it with their own words and gestures. • Write the lesson objective on the board: We’re learning to read a story.

Les

0.08

GSE • Receptive: Reading: Can show interest in an idea using simple language and gestures. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

●

Lesson 3

Activity Book Practice 1

Ending the lesson

2/18/21 5:17 PM

Lesson 4 and 5 - Communication

Lessons 4 and 5

0.10

Listen and find.

listen

Objectives • Lesson aim: to understand and use classroom commands. To use the sounds p and b • Target language: Be quiet, Sit down; Listen, Look

ok look sit down 0.11

GSE • Productive: Speaking: Can repeat phrases and short sentences, if spoken slowly and clearly. • Receptive: Listening: Can identify everyday objects, people or animals in their surroundings or in pictures from short, basic descriptions (e.g. colour, size), if spoken slowly and clearly.

Listen and say.

C h a nt

Sit down.

It’s a desk. It’s brown. It’s a chair. Sit down.

0.12

Listen and say.

I can shine!

My sounds

Build: building confidence • Build confidence in English through whole class speaking and repetition of key words and blocks in target structures. • Write the lesson objective on the board: We’re learning to use classroom commands.

Play school!

Sit down, please.

A pink pencil and a blue book.

I can understand classroom instructions.

Vocabulary and structures Classroom instructions; sounds p and b

Starting the lesson ●

● ●

●

ACHIEVE Pupils can give three instructions accurately.

Listen and find. Present the target vocabulary using flashcards. Play the audio. Pupils point to the objects and commands. Play the audio again to check. Pupils trace over the words.

0.10

sess

0.11

ADJUST Pupils can give two instructions, but without accurate pronunciation. ➔ Review each instruction and have pupils repeat it. Then practise adding the word please to each one. EXCEED Pupils can give all instructions accurately. ➔ Ask pupils if they know any other classroom instructions in English, e.g. Stand up, please.

Listen and say.

Play the audio again, pausing after each line for pupils to repeat. Ask the class to say actions (e.g. for sit down, shush, listen, look). Play the audio again. Pupils do the actions.

Give pupils time to put their checkpoint sticker on the page.

Ending the lesson ●

BUILD HELPER Introduce pupils to Elena the Build Helper. Read the command then replace with other options (e.g. look).

In pairs, pupils do one action from the checkpoint task. Partners say the command, then swap roles.

Audioscript Activity 1 Mia

3 ●

●

0.12

Listen and say.

Point to the picture. Ask What is this? Say Yes, it’s a p – p – pencil. Ask What colour is it? Say Yes, it’s p – p – pink. Repeat for b. Pupils trace the letters with their finger. Play the audio and ask pupils to repeat the sentences.

4 Play school! ●

M01_RS_TB1_5935_M01.indd 35

Presentation: Practice: Activity 1 Activity 2

Bruno Mia Elena Mia Dexter

Mia Look! It’s a desk. It’s Elena brown. And a chair. It’s orange. Let’s play Mia schools! I’m the teacher! Bruno Kiki Do you want to play? Bruno Ha ha! Shh! Be quiet, please. Dexter Sit down. Listen! … Dexter? Yes.

Elena? Yes! Bruno? Yes? Miaow! Ha ha! Look! It’s a cat. It’s white. It’s Kiki.

Activity 2

Ask pupils to be ‘teacher’ and give an instruction. Demonstrate actions, e.g. Look (hold fingers to their eyes to make glasses), Listen (hold hand to their ear). Divide big classes into smaller groups.

Starting the lesson

Assess

I can shine!

Give pupils 1 minute to say colours in pairs and one thing that is usually that colour.

Build

door. blue.

be quiet

Pupil’s Book page 7

It’s a desk. It’s brown. It’s a chair. Sit down.

Shush! Be quiet. Shush! Listen, please.

Presentation: Grammar

Build Helper

Phonics practice

I can shine: Activity 4

Ending the lesson

35 2/18/21 5:17 PM

al Citiz ob

al Citiz e ob

OptA I share toys!

Let’s be friends

Listen and colour.

Ask pupils to look at the pictures and tell you what they can see. Play the audio so pupils can match the pots to the characters. Play the audio again. Ask pupils to write the characters’ ages in the boxes next to each pot.

3 Play! ●

●

Ask pupils to read through the speech bubbles. In pairs, ask them to choose a character from Activity 1 and ask and answer about his/her age. See the I can shine! box to assess. Give pupils time to put their checkpoint sticker on the Pupil’s Book page.

Ending the lesson ●

Pupils draw a flowerpot and colour it pink, blue, red or orange. Ask pupils to give the picture to a partner, who has to introduce themselves as the correct character from Activity 1, e.g. Hello, I’m Bruno. I’m four.

I try differen food!

al Citiz e ob

al Citiz ob

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try differen food!

S Think and share!

I can shine! 3

Play! How old are you?

How old are you? How old are your friends?

I’m eight. Mia! Yes!

I can ask and answer questions about age.

My Everyday English Asking about age; How old are you? I’m (six).

Assess

ACHIEVE The pupil can accurately say I’m (8). ADJUST The pupil can respond to the question How old are you? with a number. ➔ Practise saying the full sentence, I’m (8).

EXCEED The pupil can ask How old are you? and answer accurately for themselves and characters. ➔ Ask pupils to compare their friends’ ages. In L1, ask them to say how old their oldest/youngest friends are.

Activity 1/Activity 2 Elena Granny Elena Dexter Granny Bruno Granny Bruno Mia Granny All

Audioscript

Hello! I’m Elena. Hello, Elena. I’m Granny Belinda. How old are you? I’m six. Ha ha! I’m six, too! Let’s be friends! Here! Pink for Dexter. Blue for Elena. My name’s Bruno. Hello, Bruno. How old are you? I’m four. I’m Mia. I’m eight. Here! Orange for Bruno. Red for Mia. Wow! Thank you, Granny!

Starting the lesson

Presentation: Activity 1

Practice: Activity 2

I can shine: Activity 3

Grow Helper

Ending the lesson

Learning path

M01_RS_TB1_5935_M01.indd 36

Elena

al Citiz Bruno e ob Mia

Match. Listen and write.

GROW HELPER Introduce pupils to Granny Belinda and tell them she’s the Grow Helper. Ask pupils to read her questions and answer them. Practise the construction I’m 6/6 years old. (Ella) is 6/6 years old.

●

I play with friends!

al Citiz e ob

Grow

Ask pupils to listen to the audio and choose the correct colour for each flowerpot.

I celebrate all families!

●

S 4

●

Match. Listen and write.

0.14

●

I try differen food!

I share toys!

Play the Rise and Shine Welcome Song. Ask pupils to name each character, guess how old they are and what colour they like. After Activity 2, ask if their guesses were correct.

0.14

Listen and colour.

I can shine!

Starting the lesson

0.13

Let’s be friends

Materials: • Colouring pencils

●

I play with friends!

OptC

Grow: Nurturing growth in society • Promote good global citizenship by encouraging pupils’ awareness of their role in society. Use effective questioning strategies and board-based activities to instil a sense of social responsibility. • Ask pupils which ‘stepping stone’ they are on in their journey. Point to the ‘Grow’ stepping stone and write the lesson objective on the board: We’re learning to ask and answer about our age.

0.13

I celebrate all families!

Lorem ipsum

Dexter

GSE • Productive: Speaking: Can give key information to introduce themselves (e.g. name, age, where they are from). • Receptive: Reading: Can follow a simple conversation between two people or characters, if supported by pictures.

I try differen food!

OptB

Objectives • Lesson aim: to ask and answer about age • Speaking function: to ask How old are you?

●

I play with friends!

Pupil’s Book page 8 share Lessons 6 andItoys! 7

●

I celebrate all families!

Lessons 6 and 7 – Global citizenship

Let’s be friends

2/18/21 5:17 PM

I try different food!

play with riends!

I try different food!

lay with riends!

I appreciate special clothes

Lessons 8 and 9 - review and project Pupil’s Book page 9 New friends

write.

I appreciate special clothes

Step 1

Review

4 Follow and say.

play with riends!

I try different food!

al Citiz e ob

I try different food!

I appreciate special clothes

Step 2 5

Materials: • Colouring pencils, scissors and glue

FINISH

Shine: Time to shine! • Enable pupils of all abilities to showcase achievements through differentiated steps. This can be facilitated through groupwork, promoting respectful interactions such as turn-taking and developing cooperative learning strategies such as Think, Pair, Share and Peer learning and support. • Ask pupils which ‘stepping stone’ they are on in their journey. Point to the ‘Shine’ stepping stone and write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit.

Time to shine!

Create

Colour and write.

Show and say.

Hello! My name’s Ruby. I’m six.

Let’s be friends!

Welcome

Unit review Unit objectives review

Starting the lesson ●

Play the Rise and Shine Welcome Song. Encourage pupils to use actions from Lesson 1. Then practise with the karaoke version.

Time to shine! 6 Show and say. ●

Step 1: Review 4 Follow and say. ●

●

Shine

al Citiz e ob

Objectives • Lesson aim: to review the unit’s language and to make a plant pot • Revised language: Hello! What’s your name? How old are you? I’m… . My name’s… .

It’s a desk. It’s brown.

I appreciate special clothes

START

al Citiz e

play with riends!

al Citiz e ob

al Citiz e

Read the speech bubble and ask pupils to come to the front of the class and introduce themselves. Then they stick their plant on the wall.

Assess

Time to shine!

Read the speech bubbles and ask pupils to repeat. Demonstrate and emphasise (by using your fingers to count the words) that nouns are preceded by a/an whereas adjectives are not. Pupils work in pairs to take turns following the stepping stones and saying what they can see. SUPPORT Before doing the task, use flashcards to review colours, classroom objects and commands. STRETCH Encourage pupils to use full sentences, e.g. It’s a(n)… .

ACHIEVE The pupil can introduce themselves using My name’s… . I’m… . ADJUST The pupil can introduce themselves but with errors in the sentence. ➔ Play the audio from Lesson 1 again, asking pupils to repeat each sentence. EXCEED The pupil can introduce themselves using language from previous units. The pupil can help other pupils during pair/group work tasks.

Step 2: Create

➔ Work on pupil’s intonation by modelling examples.

5 Colour and write. ●

●

Ask pupils to make their own plant pot using paper, colouring pencils, scissors and glue. Tell them they need to choose a colour for the plant and write their name and age on the pot. Tell pupils that after each unit they will add another leaf to their plant to show how they’re growing through the course.

Ending the lesson ●

●

With books closed, ask pupils questions about the unit in L1, e.g. What are the names of the characters? Which characters are six years old? How many floors are there in Rise and Shine Towers? Ask pupils to raise their hand to answer or tell a partner. Allow pupils to open their books to check. Ask pupils to look at the Progress Chart for the Welcome Unit and tick the things they can now do.

Starting the lesson

Learning path

Song

Review: Activity 1

Time to shine: Activity 3

Ending the lesson

Learning path

M01_RS_TB1_5935_M01.indd 37

37 2/18/21 5:17 PM

s y o t w e n , s y o t d l O es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 1, the pupils will:

Name or describe people or common objects or express basic opinions in a few words

Recognise familiar words in phrases, sentences and texts

Exchange information on familiar topics

Participate in social exchanges in English

Create a class toy box and ‘swap’ toys

38 M02_RS_TB1_5935_M02.indd 38

2/18/21 5:17 PM

Unit overview Target vocabulary Toys: ball, car, doll, elephant, robot, tablet, teddy bear, train Adjectives: big, new, old, small Toys past and present: bike, kite, music box, plane

Target structures What’s this? It’s a (car). It’s (old).

Phonics Functional language

t (teddy bear, toy), d (doll, Dora).

Can I play, please? Yes! Let’s play!

Values Recycling and building

I appreciate and share my toys!

What’s this? It’s a/an … . It’s (red). What colour?

Competency focus Language stretch

Critical and creative thinking.

It’s my favourite toy!

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can name everyday objects in their immediate surroundings or in pictures, if guided by questions or prompts. (19)

Use a few single words to name or describe familiar people or objects or express basic opinions.

Learners can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures. (19)

Recognise familiar words in phrases, sentences and texts.

Learners can ask about the identity of an object using a basic phrase (e.g. ‘What is it?’). (21)

Use simple words to take part in brief informational, instructional or transactional exchanges and/or conversations.

Learners can ask people to do things with them, using a fixed expression (e.g. ‘Let’s play.’) (29)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

39 M02_RS_TB1_5935_M02.indd 39

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Lesson 1 – Vocabulary

Pupil’s Book page 10

Objectives • Lesson aim: to recognise and name toys • Target language: ball, car, doll, elephant, robot, tablet, teddy bear, train • Recycled language: blue, brown, green, orange, red, yellow; It’s (blue). • Receptive language: toy box GSE • Productive: Speaking: Can name a few everyday objects. • Receptive: Reading: Can recognise single, familiar, everyday words if supported by pictures. • Receptive: Listening: Can recognise isolated words related to familiar topics, if spoken slowly and clearly and supported by pictures or gestures.

W Wonder: sparking curiosity ond er • Encourage pupils to create questions and make connections to the world around them. • Point to the ‘Wonder’ stepping stone and write We’re learning words for toys on the board. Materials: • Audio; Video; Flashcards – Toys

m a i n e warm Starting the and Gsong B u iup W row ld g r lesson:

●

What can you see?

doll

Listen and explore.

1.01

●

car

teddy bear

train

roduc

1.03 know any English words for toys.1 Write their Sing and act. Ong answers on the board. Then show pupils the 2 1.05 to say and number. Welcome unit flashcards and ask themListen each2word as fast as they can. tablet 3 robot Draw pupils’ attention to the glow item, the music box in the picture. In L1, ask What do you think is inside? Do you think it is heavy? What noise does it make?

Big Picture: What can you see? ●

ball

Shine

Play the Rise and Shine Welcome Song. Encourage pupils to use actions from the Welcome unit. Then practise with the karaoke version. Lesson 2 if they Write toys on the board. Ask pupils I e

Lesson 1

ond e

Old toys, new toys

●

iagn ose

Look at the main picture. Ask pupils, What colour What’sAsk this? is the… ? What toys can you see on the page? a car. them what other toys might be in the toyIt’s box. SUPPORT Ask pupils if they can see anything in the picture from the Welcome lesson (there I can shine! is a desk). STRETCH Ask pupils if they can see answer about toys. anything else in the picture 3(there Ask is a and table, some boxes and a music box). What’s this?

Tell me!

What’s in your toy box?

1.02

It’s a car.

Listen, point and say.

3 Stick and say.

Watch and listen.

elephant

Vocabulary Toys

I can name my toys. Song and structures What’s this? It’s a (car).

Starting the lesson

Song

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

Extra activity

M02_RS_TB1_5935_M02.indd 40

2/18/21 5:17 PM

Listen and explore.

WONDER HELPER

Assess

Wonder

●

1.01

Read Bruno’s question. Ask pupils to invent a toy box and include as many toys as they can. Then tell them to find out what’s in their partner’s box and share their answers as a class.

Ending the lesson

●

1.02

Listen, point and say.

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each toy on the page.

3 Stick and say. ●

Help pupils find the stickers in the back of their books. Point to each one, say What’s this? and elicit the words for them then ask pupils to put them in the correct place on the page. ANSWER KEY: 1 a doll, 2 a tablet, 3 a robot, 4 a car, 5 a teddy bear, 6 a ball, 7 a train, 8 an elephant

●

t’

s Revie

Pupils find the toys in the Pupil’s Book and colour the Activity Book toys the same colour.

Trace and match. Pupils match the words to the pictures and trace the letters.

ANSWER KEY: ball 4, car 7, doll 8, elephant 2, robot 3, tablet 5, teddy bear 1, train 6 Wonder Helper: Pupils match the middle picture to picture a or b and then colour. ANSWER KEY: a Toys

ANSWER KEY: ball, car, doll, elephant, robot, tablet, teddy bear, train

In L1, ask pupils what toys children have in other countries. Are they the same or different to theirs?

Activity Book page 4

Extra time: Pupils say the toys in alphabetical order.

FUTURE SKILLS: enquiry and imagination

●

Ask pupils to vote for the 2 toys they liked most from the lesson. Say Hands up if you chose a (doll). Write the result on the board. Repeat for each toy and ask what the most/least popular toys are. Le

●

TEACHER TIME TO SHINE: using flashcards After practising vocabulary once, stick flashcards around the classroom. Say One, two, three, point to the… (doll) or divide pupils into small groups and give them instructions, e.g. Group 1 walk to the train, Group 2 hop to the robot, etc.

Activity 1 Elena Dexter Bruno Elena Bruno

Watch and listen.

Revise colours and toys vocabulary using flashcards or objects in the classroom. Tell pupils they are going to watch a video about toys. Before watching, pre-teach some vocabulary, e.g. factory, plastic. Ask pupils to watch the video and say as many colour words as they can remember. Play the Toys video.

Elena Bruno Elena Bruno Dexter All Kiki

Audioscript

Activity 2 a doll a tablet a teddy bear a ball

a robot a car a train an elephant

Practice: Activity 3

Real-world video: Activity 4

Activity 4

Wonder Helper

Activity Book: Practice

Learning path

Ending the lesson

M02_RS_TB1_5935_M02.indd 41

41 2/18/21 5:17 PM

Lesson 2 – Song

Pupil’s Book page 11 W Wonder: sparking curiosity ond er • Engage pupils with the Big Picture by writing categories on the board (in L1), e.g. Toys for playing inside/ outside; Toys that move/don’t move; Toys that need/don’t need batteries. • Point to the ‘Wonder’ stepping stone and write We’re learning to ask and answer about toys on the board.

Objectives • Lesson aim: to ask and answer about toys using target language • Target language: What’s this? It’s a/an… • Recycled language: a (red)(pencil); It’s (red); What colour… ? GSE • Productive: Speaking: Can name a few everyday objects. • Receptive: Reading: Can recognise single, familiar, everyday words if supported by pictures. • Receptive: Listening: Can recognise isolated words related to familiar topics, if spoken slowly and clearly and supported by pictures or gestures.

nd er

ma ine g

Build

Grow

Materials: • Audio; Flashcards – Toys

Starting the lesson

Shine ●

Lesson 2 1

doll

1.03

2 2

tablet

1.05

Sing and act.

SO ng

Listen and number.

robot

1 ●

●

What’s this? It’s a car. ●

Ask and answer about toys. What’s this? It’s a car.

and listen.

elephant

Sing and act.

1.05

Listen and number.

Practice using the target question (What’s this?) by pointing to familiar things in the classroom (door, desk, board) and letting pupils answer. Then look at the pictures on the page and using the same question ask them to say what they can see. Play the audio and tell them to number the pictures 1–3.

I can name my toys. Song and structures What’s this? It’s a (car).

1.03

Play the audio and ask pupils if they heard any words for toys. Can they find the toys in the main picture? Demonstrate actions that pupils can do (using a steering wheel for car, bouncing a ball for ball, crying for doll, train wheels going round for train) and play the track again for pupils to sing and act along. When pupils are confident, play the karaoke version (audio track 1.04) and have them sing and act along.

I can shine! 3

Draw a toy from Lesson 1 on the board and ask pupils what it is. Ask the pupil who guessed first to come to the board and draw another toy. Repeat with all the toys.

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

M02_RS_TB1_5935_M02.indd 42

2/18/21 5:18 PM

●

ANSWER KEY: 1 a teddy bear, 2 an elephant, 3 a tablet

3 Ask and answer about toys. ●

Ask pupils to tell you the question and answers from Activity 2 (What’s this? It’s a car). Point to an item in the Big Picture, practise modelling the question and elicit different answers from pupils. Repeat with all the toys, saying ‘Well done’ when pupils give the correct answer. SUPPORT Model an answer but only make the sound of the first letter of the toy. Point to the toy at the same time and let pupils say the full word. STRETCH Encourage stronger pupils to choose toys from the picture and ask a partner What’s this?

I can shine!

Assess

ACHIEVE The pupil can ask a question What’s this? And answer It’s a/an… . ADJUST The pupil can attempt part of the question and answer. EXCEED The pupil can add additional information about the toy in their answers, e.g. It’s a red car.

●

Give pupils time to put their Wonder checkpoint sticker on the page.

Ending the lesson ●

Ask a pupil to come to the front of the class and draw a toy on the board. The rest of the class have to guess the toy. Have them ask the question (What’s this?) as a class and raise their hands if they know the answer. Award one point per correct answer and repeat with different pupils until all the toys have been drawn.

Activity Book page 5

1.06

Listen and circle. Pupils listen to the audio and circle the toy they hear.

ANSWER KEY: 1 a, 2 b, 3 b, 4 b

Read and tick (✓) or cross (✗). Pupils read the sentence and tick if it matches the picture or cross if it does not.

ANSWER KEY: 1 ✗, 2 ✓, 3 ✓, 4 ✗

Colour a toy in Activity 2. Write. Then tell a friend. Pupils colour a toy from Activity 2, complete the sentence and tell a friend.

Pupils colour the Wonder checkpoint pebble. Extra time: Pupils choose a toy from Lesson 1, Activity 1 then copy and write the word carefully.

Activity 1 Girl Boy Girl Boy

Audioscript

What’s this? It’s a car. What’s this? It’s a ball. A car! A ball! Let’s play with toys! What’s this? It’s a doll. What’s this? It’s a train. A doll A train Let’s play with toys!

Boy Girl Boy Girl

Activity 2 1 Child 1 Child 2

What’s this? It’s a teddy bear.

2 Child 1 Child 2

What’s this? It’s an elephant.

3 Child 1 Child 2

What’s this? It’s a tablet.

I can shine: Activity 3

Activity Book: Practice 1 and 2

Ending the lesson

Learning path

M02_RS_TB1_5935_M02.indd 43

Wonder

Read the question and answer in the box. Ask half the class to repeat the question and half the class to repeat the answer. Check the intonation is correct. Ask pupils to switch roles so they both get the chance to ask and answer. SUPPORT Hold up two fingers to represent the number of words in the question. Ask pupils to repeat. Hold up three fingers and practice the answer, word by word and then all three words together. STRETCH Put pupils in pairs and encourage them to practice the question and answer using objects in the classroom (e.g. What’s this? It’s a chair/bag/pencil, etc.)

43 2/18/21 5:18 PM

Lesson 3 – Story

Pupil’s Book page 12 Im Imagination: fostering agine imagination • Encourage pupils to be imaginative and creative. Invite pupils to act out the unit story, playing the characters or telling it with their own words and gestures. • Point to the ‘Imagine’ stepping stone and write We’re learning to understand and act out a story on the board.

Objectives • Lesson aim: to understand a simple story • Recycled language: elephant, robot, teddy bear, toys, train; What’s this? It’s a/an… What colour… ? • Receptive language: music box GSE • Receptive: Reading: Can understand the main idea in a short, simple story. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

Lesson 3

1.07

agine

Build

Grow

Shine

RECEPTIVE SKILLS TIP Before listening in Activity 2, ask pupils a question to ensure they listen actively, e.g. What colour is the car in Mia’s box? (It’s red) Pupils look at the story and make suggestions then listen and check.

No, Mia! My teddy bear! It’s my favourite toy!

1 Which toys can you see in the story? Tick (✓).

onder

Materials: • Audio; Video; Story cards; toys from story (optional)

Listen or watch.

Towers

2 What’s this?

● I can shine!

Let’s imagine!

It’s my robot. It’s new.

Draw a toy for Kiki.

3 Circle Dexter’s favourite toy.

●

4 Act out. I can understand a story about toys.

Story value A story about caring for and recycling toys

Story language What’s this? It’s my (robot). It’s my favourite toy.

Starting the lesson ●

Ask one pupil to sit with his/her back to the board. Draw a toy from Lesson 1 or 2 on the board. Ask the class to mime the toy for the pupil to guess. Repeat with other pupils and toys.

Read Dexter’s task out to the class. Ask pupils to imagine what sort of toy Kiki would like to play with. What would it look like? Tell pupils that everyone has a favourite toy and ask them what theirs is.

1 Which toys can you see in the story? Tick (✓). Ask pupils to look at the pictures in Activity 1. Say each toy A s ss se and ask them to repeat. Tell them to look quickly at the story (Activity 2) and tick the toys they can see. Ask them where the toys are in the story.

3 Circle Dexter’s favourite toy. ●

Ask pupils to circle Dexter’s favourite toy. Ask if they can also find the toy in the story. ANSWER KEY: teddy bear

ANSWER KEY: elephant, car, robot, train, teddy bear

Play the audio and ask pupils to follow the story in their books and repeat the words together. Then play the video and pause to give pupils time to answer Mia’s questions. Let confident pupils choose a character and play the video without sound, letting them play the characters. SUPPORT Before watching the video, tell pupils to look at the story in their books and ask them what they think they will hear or see. STRETCH Ask confident pupils to listen for particular words and phrases, e.g. It’s new, It’s old and to raise their hands when they hear them. IMAGINE HELPER

FUTURE SKILLS: enquiry and imagination Ask pupils to think about what they do with old toys. In L1, ask them if they can think of any places they take old toys or people they give them to?

●

Listen or watch.

1.07

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

Imagine Helper

M02_RS_TB1_5935_M02.indd 44

2/18/21 5:18 PM

Ending the lesson Put the following flashcards around the classroom: elephant, music box, robot, train, car, teddy bear. Ask questions and have pupils point or move to the correct answer, e.g. Which toy is Granny’s? Which toy goes in the box? Which toy is new?

●

4 Act out. ●

Put pupils in 4 groups. Give each group a set of story cards. Ask them to choose a character from the story (Mia, Dexter, Elena, Granny) and repeat their lines as they hear them. Play the audio and pause after each frame. Encourage pupils by pointing to the characters and reading their lines for them to repeat.

Activity Book page 6

Assess

I can shine!

Find and colour. Then circle. Pupils find and colour the toy in the picture then circle it.

ANSWER KEY: an elephant

ADJUST The pupil can repeat lines from the story when prompted using the correct intonation. ➔ Help pupils by going through the story cards and building each phrase word by word.

Draw. Then say. Pupils draw their own favourite toy at school and tell a friend.

Pupils colour the Imagine checkpoint pebble. Extra time: Pupils rate the story and tell a friend.

EXCEED The pupil can read a line or lines from the story unprompted and add new describing words (e.g. It’s my robot. It’s new and white). ➔ Have pupils imagine alternative toys and ask them to describe them.

Activity 2

Give pupils time to put their Imagine checkpoint sticker on the page.

Story extension activity ●

Which toy is new? Look and tick (✓). Pupils look at the pictures and tick the toys that are new.

ANSWER KEY: robot

ACHIEVE The pupil can read a line or lines from the story (e.g. What’s this? It’s my robot) without support and in a way that is clearly understood.

●

Have a bag with the toys (or pictures of the toys) from the story (elephant, car, train, teddy bear, robot, music box). Take out a toy and ask the class to say what the character in the story said about it (e.g. It’s old. It’s new., etc.). TEACHER TIME TO SHINE: using stories in the classroom Putting pupils in groups to play each role will help more self-conscious pupils. Focus on the key phrases in each frame and encourage groups to repeat them. More confident pupils could play the different roles individually within a group. Bring props to help act out stories and make them fun.

1 Mia 2 Dexter 3 Mia Dexter Mia 4 Mia Dexter Mia 5 Mia Dexter

6 Elena Dexter Mia 7 Granny 8 Kiki Elena/Bruno Mia/Dexter

Audioscript Old books, old toys, please! Oh, Hi Mia! What’s this? It’s my robot. It’s new. Hmm… What’s this? It’s a train. It’s old. Here! Thank you! And this? It’s old. No, Mia! My teddy bear! It’s my favourite toy! Look, what’s this? It’s a box. It’s small… Oh, it’s old! In the box, please! Oh! My favourite toy! It’s a music box. Listen. Miaowww! Aarrgh! Ha ha!

Extra activity

I can shine: Activity 3

Story extension

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

M02_RS_TB1_5935_M02.indd 45

Imagine

SUPPORT Help pupils by pointing to the story frame which tells them the answer. STRETCH Ask pupils to choose the answer without looking back at the story.

45 2/18/21 5:18 PM

Lesson 4 – Grammar and vocabulary

Pupil’s Book page 14

Objectives • Lesson aim: to describe toys using target language • Target language: It’s big/small/old/new. • Recycled language: black, blue, green; doll, elephant, robot, teddy bear, train

Build: building confidence Build • Build confidence in English through whole class speaking and repetition of key words as well as finding similar words on the page. • Point to the ‘Build’ stepping stone and write We’re learning words to describe toys on the board.

GSE • Productive: Speaking: Can describe the size of everyday objects using a basic phrase (e.g. It’s big.). • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

Materials: • Audio; Flashcards; colouring pencils; pictures of toys

W Starting lesson o n d e r the m agine I

Lesson 4

1.08

●

Listen and find.

1.09

Listen and number. Say.

big

●

new

Ask what toys Mia had in her box in the story. Lesson 5 if they can remember anything about Ask pupils the (e.g. and colour). They check their answers 1.11 1 toys Listen number. in the story. Ask pupils questions about the toys to check what they already know, e.g. Which toy is big? Which toy is small?

1 ●

old

small 3

1.10

Listen and say.

t C h a nIt’s a doll, it’s new.

1.08

Listen and find.

Look at the picture and explain in L1 that Mia 3 1.12 Listen and say. 2 selling Look and play. is the toys on the table. Present the vocabulary using flashcards. Hold up each My sounds What’s this? flashcard and say the word for pupils to repeat. Then hold up the flashcards for pupils to say the an elephant. word without It’s prompting. Play the audio and ask pupils to listen carefully It’s small. Two toy teddy and point to the toys they hear. Play again if bears and the doll. necessary and check pupils are pointingDora to the Review the words correct toys. SUPPORT I can shine! elephant, ball, car, train before playing the audio. 4 Cut After out and guess the playing thetoys. audio track, ask STRETCH pupils what toy Bruno takes.

It’s old. ●

It’s a car, it’s blue.

It’s a train, it’s old. It’s a ball, it’s small!

4 Find, colour and number. Then say.

Shine

Grow

Build

What’s this? It’s

RECEPTIVE SKILLS TIP new. It’s blue. Before listening, remind pupils they won’t It’s a robot. understand all the words they hear. They just need to listen out for the words they need for this activity (elephant, ball, car, train). 1=

I can ask and answer about toys.

Vocabulary and structures Adjectives; It’s a (train). It’s (old).

●

1.09

Describing toys; sounds t and d 15 Listen and number.Communication Say.

Play the audio. Tell pupils to write numbers 1–4 next to the correct picture. Play again and ask them to repeat the words. ANSWER KEY: big 1, small 2, new 3, old 4

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

Presentation: Grammar

M02_RS_TB1_5935_M02.indd 46

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Activity Book page 7

Extra activity

3 ● ●

1.10

ANSWER KEY: teddy bear, big

Listen and say.

Ask pupils to read the sentences as you play the audio. Play the audio again and ask pupils to join in and follow the words with their fingers on the page.

BUILD HELPER

ANSWER KEY: It’s new. 4; It’s a teddy bear. 1; It’s old. 3; It’s green. 2

Activity 1 Bruno Mia Bruno Mia

4 Find, colour and number. Then say.

●

Follow, find and number. Then say. Tell pupils to follow the lines, find the toys and write the correct number. Then say each toy.

Extra time: Pupils draw an old toy and tell a friend.

Ask pupils to look at Elena the Build Helper. Read the words in the box (It’s old.). Then point to the picture in Activity 1 and say It’s an elephant. It’s… , pausing for pupils to complete the sentence (big!). Next, play the chant and allow pupils to listen and follow. Then play it again and ask them to join in and repeat the words.

●

Read and trace. Then circle. Pupils read what Mia and Bruno are saying, circle the correct word then trace it.

Build

Look at the toys in Activity 2 and ask pupils if they have any of the same toys at home. What words can they use to describe their own toys?

Ask pupils what they can see in each photo. and what colours they use for numbers 1–4. Give them time to colour the pictures. Ask pupils to number the photos 1–4. Check answers, asking What toy is number 1/2/3/4? SUPPORT Write the names of the toys on the board and read them out for pupils to repeat before starting the activity. STRETCH Ask pupils to describe 2 toys with both a colour and an adjective, e.g. A big red car and a new blue ball. ANSWER KEY: 1 old car, 2 big teddy bear, 3 new robot, 4 small ball

Extra activity

Bruno Mia Bruno

Audioscript

Wow! Look at this teddy bear! It’s an elephant. Oh yes! It’s big. What’s this? Do you know? It’s a ball. It’s small. And look, Bruno! A car. It’s new! Hmm … Ooh! A train! A green train. Oh yes! It’s old. Here Bruno. Wow! Thank you! A new train!

Activity 2 1 big

2 small

3 new

4 old

Activity 3 Elena

Let’s go everybody, listen to me! It’s a doll, it’s new. It’s a car, it’s blue. It’s a train, it’s old. It’s a ball, it’s small! Now, come on everybody chant with me! (Repeat verse)

Pupils choose which of the 4 toys they would most and least like to play with. Ask them to work in pairs and tell their partner. Do they agree?

Ending the lesson ●

Display or draw pictures of toys on the board. Write or say 3 words about each (e.g. old/ brown/big), with 2 of them being true and the other false. Ask pupils to identify the incorrect one.

Build Helper

Practice: Activity 4

Extra activity

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

M02_RS_TB1_5935_M02.indd 47

47 2/18/21 5:18 PM

Lesson 5 – Communication

Pupil’s Book page 15

Objectives • Lesson aim: to ask for information using What’s this? to offer information using It’s a/an… . To practise the sounds t/d • Speaking function: to describe a toy • New language: What’s this? • Recycled language: big, blue, brown, grey, new, old, pink, small, yellow; tablet, teddy bear, toy, train; It’s a/an… It’s… .

Build: building confidence Build • Build autonomy in English through noticing patterns in target language, building on a bank of known words and encouraging pupils to notice mistakes. • Point to the ‘Build’ stepping stone and write We’re learning to name and describe toys on the board.

GSE • Productive: Speaking: Can use a few simple words to describe objects (e.g. colour, number), if supported by pictures. • Receptive: Reading: Can understand basic sentences naming everyday items, if supported by pictures.

ma ine g

onder

Starting the lesson

Shine

Grow

Build

Materials: • Audio; Scissors; colouring pencils; Flashcards

●

Lesson 5

number. Say.

Listen and number.

1.11

Play a game. Read out the following words: yellow, train, robot, old, new, doll, pink, big, teddy bear, small, blue, tablet. If you say the name of a toy pupils stand up. If you say a word to describe it they put their hands on their heads. Present a few examples doing the actions yourself.

1 2

Look and play.

●

Listen and say.

My sounds

What’s this?

old.

1.12

It’s an elephant.

●

It’s small.

Two toy teddy bears and Dora the doll.

Cut out and guess the toys.

Ask pupils to look at the Activity 1 pictures D iagn ose and tell a partner what they can see. Ask them if they can make a full sentence using a colour and/or an adjective. Play the audio. Tell pupils to listen and number the pictures 1–4. Play the track again to check answers.

RECEPTIVE SKILLS TIP To help pupils with the listening task in Activity 1, tell them to look at the pictures in pairs before the listening and ask them to predict the words they will hear.

What’s this? It’s new. It’s blue. It’s a robot.

I can ask and answer about toys.

●

Communication Describing toys; sounds t and d

15 ●

Listen and number.

ANSWER KEY: teddy bear 2, elephant 4, door 3, tablet 1

I can shine! 4

1.11

Look and play. A s ss se Read the question What’s this? and answers It’s an elephant./It’s small. and ask the class to repeat. Point to a picture in Activity 1 and ask What’s this? Let pupils answer. Then put pupils in pairs. One asks What’s this? The other pupil answers It’s a/an… It’s… .

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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FUTURE SKILLS: critical and reflective thinking

TEACHER TIME TO SHINE: pair and small group work Set up pair/small group work clearly. Demonstrate the activity with a pupil first. Set a clear time limit and put a signal in place (e.g. raising your hands above your head) to show pupils when to stop. If pupils finish early, switch pairs and repeat the activity. With groups of 3, make one pupil monitor before taking their turn.

●

1.12

My sounds

Ending the lesson

Listen and say.

Point to the teddy bear and say What’s this? Answer Yes, it’s a t – t – teddy. It’s a t – t – toy. Then point to the doll and repeat What’s this? Answer Yes, it’s a d – d – doll. It’s D – D – Dora. Ask pupils to look at the letters in the picture. Say These are the letters t and d and write them on the board. Say t says t – t – t, d says d – d – d. Ask pupils to trace over them with their finger. Play the audio. Ask pupils to say t – t – toy and t – t – teddy. Then play the audio again and have them say the words along with the audio. SUPPORT Drill the sounds as a class and draw a mouth on the board showing the position of the tongue and teeth when the sounds are produced. STRETCH Ask pupils to think of other words in English or L1 that use the t or d sounds.

●

Ask pupils to cut out the toy box and draw/colour 3 toys. Ask them to think if the toy is big or small, new or old. When pupils have finished, tell them to look at a partner’s drawing, ask questions and make descriptions. (What’s this? It’s big. It’s pink., etc.) Their partner points to the toy they are describing.

Activity Book page 8

1.13

Listen and colour. Pupils listen to the audio and colour the toys.

ANSWER KEY: big blue ball, old yellow doll

1.14

Listen and repeat. Trace. Then tick (✓) the odd one out. Pupils listen to the audio and repeat the words they hear. They trace the letters then tick the odd one out.

Listen to a friend and draw. Then swap. Tell pupils to think of a toy and describe it to a friend, who draws it. They check the toy and swap roles

Pupils colour the Build checkpoint pebble.

ACHIEVE The pupil can ask and answer about a toy using What’s this?, It’s… /It’s a… . ADJUST The pupil can form the question and relevant description in a way that can be understood when clearly modelled. ➔ Support pupils with additional practice using flashcards and modelling sentences. EXCEED The pupil can produce descriptions clearly and independently using new and additional adjectives.

●

In pairs, ask pupils to look back at the story on pages 12–13 and take turns to describe a toy they can see using It’s… for their partner to guess which one they are describing.

Activity 1

Assess

I can shine!

●

ANSWER KEY: robot ✓, elephant ✓

4 Cut out and guess the toys. ●

Give pupils time to put their Build checkpoint sticker on the page.

Child 1 Child 2

Child 1 Child 2 Child 1 Child 2 3 Child 1 Child 2 4 Child 1 Child 1 Child 2

Audioscript Look! What’s this? It’s a tablet. It’s new. It’s pink. Look! What’s this? It’s my teddy bear. It’s old. Oh, a brown teddy bear. Look! It’s a door. Oooh! It’s big. What’s this? It’s an elephant. It’s grey. It’s a small elephant.

Activity 3 t–t–t teddy bear d–d–d doll Two toy teddy bears and Dora the doll.

Phonics practice

I can shine: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

M02_RS_TB1_5935_M02.indd 49

Build

Ask pupils to work in pairs and look at their toy boxes. Tell them they are going to create a new toy box and 3 toys. Ask them to each choose their favourite toy from their partner’s box then together think of one extra toy. If there’s time, have them draw a new toy box with their chosen toys.

49 2/18/21 5:18 PM

Lesson 6 – Global citizenship

Pupil’s Book page 16

Objectives • Lesson aim: to recognise familiar words in short, basic descriptions • Cross curricular/Culture connection: History and culture • Global citizenship theme: Comparing modern toys with historical ones • Target language: bike, kite, music box, plane • Recycled language: black, blue, green, old, pink, red, small, white, yellow; bike, doll, elephant, teddy bear

I try different food!

Materials: • Audio; Video; colouring pencils al Citiz al Citiz n

GSE • Productive: Speaking: Can use a few simple words to describe objects (e.g. colour, number), if supported by pictures. • Receptive: Reading: Can identify everyday people itiz al Citior al Cobjects, al Citiz al Citiz ze e e e ob ob ob ob animals in their immediate surroundings or in pictures from OptA short, basic descriptions (e.g. colour, size), if spoken slowly and Let’s be I share I celebrate all I play with clearly. friends toys! families! friends!

Growth: Nurturing growth G ro w in society • Promote global citizenship by encouraging pupils’ awareness of their role in society. Use effective questioning strategies and board-based activities to instil a sense of social responsibility. • Point to the ‘Grow’ stepping stone and write We’re learning to recognise familiar words in short, basic descriptions and we’re looking at new and old toys on the board.

I appreciate special clothes

W ma ine Starting o n d e rthe lesson g

In L1, ask pupils if they like visiting museums and what types ofI appreciate things are in museums. Tell them I try different food! clothes to look at thespecial toys in Activity 1 and say why they with friends Playing Lesson 7 might be in a museum. Then ask Which toy(s) do 1 use Lookoutside? and number. Can I play?wheels? you Which toy(s) has/have Which toy(s) can fly? Ask if they can think of one word1 in English all4the toys (old). 2 that describes 3

1.16

I play with friends!

Lorem ipsum

Listen, point and say.

OptC

music box

Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

al Citiz e ob

I play with friends!

Point toI appreciate each toy and ask, What’s this? iagn ose food! special clothes Encourage pupils to answer with the structure 1.17 2 a… It’s . Listen and tick (✓).

●I try Ddifferent

Think and share!

New toys or old toys?

2 ●

●

I can shine!

Listen, point and say. 1 3 Choose a toy. Let’s play! Play the audio, pausing after each description. Pupils listen and point to the Cancorrect I play? toy. Play the track again, pausing after each one to ask What’s this? Help pupils form the description by holding up the same number of fingers as 2 words (e.g. 4 fingers for ‘An old music box.’). Yes! Let’s play. Reduce the number of fingers as each word is said and repeat the audio until they have a complete sentence. 1.16

I can ask to play.

Watch and listen.

Global Citizenship A toy museum; new and old toys

My Everyday English Sharing toys; Can I play? Yes! Let’s play.

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Extra activity

M02_RS_TB1_5935_M02.indd 50

Yes! Let’s play.

I celebrate all families!

3 Circle old toys in blue. Circle new toys in green.

plane

special clothes

Play the audio. Pupils listen and find the correct toy. ● Ask pupils what they can see in the photos. al Citiz answers al Citiz but encourage them to use e e obAllow ob in L1 English. n

I share toys!

al Citiz e ob

Let’s be friends

plane

al Citiz e ob

OptD

kite

doll kitefind. Listen, look and I appreciate

●

bike

al Citiz e ob

book 1.15

I try different food!

Listen, look and find.

1.15

I celebrate all families!

I share toys

Let’s be friends I share toys!

Lesson 6

Shine

Grow

●

OptB

Build

2/18/21 5:18 PM

Circle old toys in blue. Circle new toys in green. Ask pupils to look at all the pictures of toys. Say the name of each toy and ask them to raise their hands if they have that toy at home. Ask pupils to point to the new toys, then to the old toys. Ask pupils to circle the old toys in blue and the new toys in green.

●

● ●

sess

Extra activity Ask pupils what old and new toys they have at home. Tell them to draw and colour their own toys using one colour for new toys and another for old toys. They tell the class about their toys. FUTURE SKILLS: critical and reflective thinking After Activity 3 ask pupils to explain in L1 how the old toys are different from the version of that toy today. Ask them to think about how they would look different and what materials they would be made of.

Watch and listen. Revise the unit vocabulary. Say a toy word from the book or use flashcards and ask pupils to come up with words describing that toy (e.g. ball – blue, small). After watching, ask pupils if they can remember what toys were mentioned in the video (a car, a plane, a robot).

●

GROW HELPER

I play with friends!

I try different food!

Give pupils 2 minutes to look at the page then ask them to close their books. In pairs, ask pupils to name ten toys that were on the page. Ask pairs to raise their hands when they have ten answers.

Background information (Culture and CLIL) Bring in pictures of old and new toys and in L1 ask pupils to identify the old and new ones. Tell pupils there are toy museums around the world that show old and new toys. Ask them to think about how toys were different in the past (e.g. materials, technology) and why previous generations may have played differently (e.g. more time outdoors, no games on screen). How may previous generations have benefitted from how they played and what they played with? Will this change how they themselves play?

Activity Book page 9 (Lessons 6 and 7)

Circle the odd one out. Then say. Pupils look at the toys and circle the odd one out then say which it is to their partner.

ANSWER KEY: teddy bear, train

Activity 1

Audioscript

1 music box 2 kite

3 plane

4 bike

Activity 2 1

Child 1 Child 2 2 Child 2 3 Child 1 4 Child 2 Child 1

Look! What’s this? An old music box. It’s a plane. A yellow plane. And look at this! A small bike. It’s old. What’s this? It’s a kite! It’s red, black, green, yellow and white!

al Citiz e ob

●

OptB

al Citiz e ob

I celebrate all families!

I share toys!

Let’s be friends

al Citiz e ob

OptA

al Citiz e ob

Read Granny Belinda’s question as a class. Ask pupils to say whether new toys or old toys are better. Help them by giving them ideas (e.g. new toys don’t break easily, old toys are interesting and different from your friends’ toys, etc.). Ask them to look at each toy in Activity 3 and say whether they prefer the old or new version.

Ending the lesson

Grow

RECEPTIVE SKILLS TIP After doing the task, ask pupils to work in pairs and tell their partner something about 3 of the toys (e.g. It’s a music box. It’s old.). Their partner then describes the 3 other toys.

I appreciate special clothes

Ask pupils if they think their parents or grandparents would prefer old toys or new toys. Ask pupils in L1 if their parents or grandparents have kept any of their old toys and if they play with them sometimes.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

al Citiz e ob

I share toys!

Let’s be friends

OptC

Lorem ipsum

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Practice: Activity 3

Grow Helper

Our World video: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB1_5935_M02.indd 51

51 2/18/21 5:18 PM

Lesson 7 – My Everyday English

Pupil’s Book page 17

Objectives • Lesson aim: to learn to choose and share toys. • Functional language: What’s this? Can I play? Yes! Let’s play! • Text type: Reading labels • Recycled language: new, old; book, doll, elephant, kite, plane, robot

I play with friends!

ma ine g

onder

Build

I try different food!

●

Playing with friends

1 Look and number.

and say.

Starting the lesson

Shine

Grow

I appreciate special clothes

Lesson 7

Materials: • Audio; Paper; colouring pencils

I play with friends!

GSE • Productive: Speaking: Can ask about the identity of an object using a basic phrase (e.g. What is it?) and ask for and give permission to with someone (Can I play, please? Yes, let’s itiz itiz al Cplay al C b e e ob o play./Here you are.). • Receptive: Reading: Can understand some simple, everyday I try different I appreciate food! special clothes signs. n

al Citiz e ob

Growth: Nurturing growth G ro w in society • Encourage a further sense of pupils’ social responsibility and actions by using mini roleplays and class vote activities to explore social initiatives. • Point to the ‘Grow’ stepping stone and write We’re learning to ask other children to play on the board.

Can I play? ●

I play with friends!

book

doll

I try different food!

I appreciate special clothes

●

plane

kite

Yes! Let’s play.

Look and number.

Ask pupils to look at the 4 labels and read them together as a class. Ask pupils to match them to the correct items in the picture, numbering them 1–4. Check the answers as a class, asking pupils to say the words to check their pronunciation.

I appreciate special clothes

1.17

Listen and tick (✓).

RECEPTIVE SKILLS TIP Encourage pupils to look at the pictures on the labels as well as the words to see if there is any other information that could help them guess the answers.

I can shine! 3

Choose a toy. Let’s play!

Can I play?

2 2

●

Yes! Let’s play.

●

I can ask to play. My Everyday English Sharing toys; Can I play? Yes! Let’s play.

iagn ose

STRETCH Ask what other toys or objects pupils can see in the picture.

hare!

or ?

SUPPORT Revise the words for the 4 toys.

al Citiz e ob

I try different food!

●

I play with friends!

al Citiz e ob

Ask pupils to think of 3 toys they play with a lot. Then in L1 ask them to say if they prefer playing with that toy on their own or with someone else.

sess

1.17

Listen and tick (✓).

Ask pupils to look at the photos. Say each toy for pupils to repeat. Play the audio and ask pupils to tick the toy they hear described. Then check their answers. Play the track again and pause after each line for pupils to repeat the phrases. With confident pupils, ask Can I play? for them to respond. SUPPORT Before listening, write the first letter of each toy on the board and elicit the toys from the class. STRETCH After listening, ask pupils if the plane is new or old.

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

M02_RS_TB1_5935_M02.indd 52

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3 Choose a toy. Let’s play! ●

●

Stick six vocabulary flashcards (book, doll, elephant, kite, plane, robot) on the board. Ask pupils to close their eyes and while their eyes are closed, remove one picture from the board. In L1, ask pupils to guess which card you removed and if they’re correct ask the whole class to say Let’s play with the… using the missing toy.

Activity Book page 9 (Lessons 6 and 7) Look and write. Then act out. Pupils look at the picture, write what toy the children are playing with then act out the conversation with a friend. Pupils colour the Grow checkpoint pebble.

ACHIEVE The pupil can ask another pupil to play with them in a way that’s understood and make a suggestion for a toy to play with.

Extra time: Pupils tell a friend what toys they share.

ADJUST The pupil can ask another pupil to play when the question is modelled for them. The pupil can use shortened sentences (e.g. with cars rather than Let’s play with cars).

Activity 2 Child 1 Child 2 Child 1 Child 2 2 Child 1 Child 2 Child 1 Child 2

EXCEED The pupil can make requests to play in different ways (e.g. Can you play with me?) and respond in different ways with suggestions.

●

Assess

I can shine!

Ending the lesson

Grow

●

Ask pupils to look at the toys in Activities 1 and 2 and to tick the toy(s) they want to play with. Look at the photo of the children playing and ask What toy are they playing with? Practise the phrases Can I play? And Yes, let’s play with… ! as a class using different toys. Ask pairs to practise the dialogue with the toys they have chosen, swapping roles. Then they perform for the class.

Audioscript What’s this? It’s my doll. It’s old… Can I play? Yes! Let’s play with the doll! What’s this? It’s my new plane. Oooh! A new plane! Can I play? Let’s play with the plane.

Give pupils time to add their Grow checkpoint sticker to the page. TEACHER TIME TO SHINE: facilitating speaking in class Before a speaking activity, practise the phrases and vocabulary with the class first. For Activity 3, put pupils in pairs and indicate which one should ask the question first. When both pupils have asked and answered, swap pairs around or ask pupils to join another pair to make a small group. Give the pupils time to play together so the situation feels natural.

I can shine: Activity 3

Activity Book: Practice

Extra activity

Ending the lesson

Learning path

M02_RS_TB1_5935_M02.indd 53

53 2/18/21 5:18 PM

Lesson 8 – Review

Pupil’s Book page 18

Objectives • Lesson aim: to review the language from Unit 1 • Revised language: ball, car, doll, elephant, robot, tablet, teddy bear, train; It’s big/small/old/new.

Shine: Time to shine! Shine • Enable pupils of all abilities to showcase achievements through differentiated steps. This can be facilitated through groupwork, promoting respectful interactions such as turn-taking and developing cooperative learning strategies such as Think, Pair, Share and Peer learning and support. • Point to the ‘Shine’ stepping stone and write We’re reviewing what we’ve learnt in the unit on the board.

Materials: • Pictures of toys, Colouring pencils, flashcards

W Starting the lesson ma ine onder g

Let’s

swap! have a class toy

Step 1

Review

●

1 Look, read and number. Then trace. 2

4 7

●

5 8

2 Choose a toy. Draw,

ball doll robot teddy bear train tablet elephant car

S hine

Create ep 2 pictures StDisplay of toys from the unit on

iagn ose

A doll?

Step 1: Review ●

It’s small. It’s old. A car?

The Review consolidates the target language Yes! of the unit from the I can shine! checkpoints, and helps prepare pupils for the unit projects. Vocabulary from the Wonder spread is reviewed through reading and writing in Activity 1. e! the Imagine spread are shin e to The Tim story ideas from reviewed in Activity 2. The speaking element in 8 Share your toy with the class. Activity 3 consolidates the target structures and language of the Build spread. Can I play?

It’s big / small.

1 Look, read and number. Then trace. ●

4 Think! Choose a toy for the box. Circle.

●

It’s old / new. ●

Grow

the board or around the classroom. Give pupils 5 6 Draw your toy for Add your toy to a class 2–3 minutes to look and remember the toys the class toyat swap. toy swap poster. and think of words to describe7 them.Guess Remove your friend’s toy. the pictures and ask pupils to work in pairs or small groups to remember as many as they It’s canold. It’s red. in 1 minute. Write correct answers on the board.

3 Describe the toy.

colour and circle.

Build

Ask pupils to look back through the unit, decide which was their favourite lesson and say why (in L1 if necessary).

Ask pupils to look at the toy cupboard. Point to Yes! each toy and ask the class to name it. If they are unsure, say the correct answer for them to repeat. Ask pupils to look at the labels then match them I can shareImy toystoys with my class! share with the correct toy. Check pupils’ answers. Ask pupils to trace over the words.

Unit review Unit objectives review

Unit project A class toy swap

ANSWER KEY: 1 teddy bear, 2 car, 3 elephant, 4 doll, 5 robot, 6 tablet, 7 ball, 8 train

Starting the lesson

Learning path

Song

Review: Activity 1

Review: Activity 2

Extra activity

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2 Choose a toy. Draw, colour and circle. ●

●

Unit 1 review notes ●

Use this space to take notes on what your pupils might need to revisit based on their performance in the review lesson.

Shine

●

Ask pupils if they can remember which toy Dexter gave away in the story (an old train). Allow pupils to look back at the story to check their suggestions. Tell pupils to look at the toys in the toy cupboard and choose one to keep and one to give away. They draw or write the toy they want to keep in the heart and the one they want to give away in the box. Read through the sentences next to the heart and the box. Ask pupils to colour the shape and circle the correct word for the toy they have chosen. Then pupils read their sentences to a partner.

3 Describe the toy. ● ●

●

Read the sentences in speech bubbles. Ask pupils to work in pairs. One describes a toy from the toy cupboard, the other guesses. Then they swap. They continue until they have described all the toys. Nominate pairs to describe one toy to the class.

4 Think! Choose a toy for the box. Circle. ●

● ●

Ask pupils to look at the toys in the toy cupboard again and choose a toy to give away. They circle the toy they want to give away in the box. Ask pupils to work in pairs. One describes the toy they want to give away, the other guesses. Then they swap.

Ending the lesson ●

Divide the class into 3 or 4 teams. Choose a page in the unit. Tell teams they have to write down all the toys or other objects they can see, the colours and how many there are. Set a time limit. When the time is up, have groups read out their answers. Award one point for each correct answer.

Activity Book page 10

Trace and number. Pupils write the correct number of the picture next to the word then trace the words.

ANSWER KEY: ball 2, car 7, teddy bear 4, train 8, tablet 3, doll 5, robot 6, elephant 1

Choose and tick (✓). Draw and colour. Then tell a friend. Tell pupils to choose a toy and tick the words to describe it. Then they draw and colour their toy to match the description and tell a friend.

Extra time: Pupils to complete the sentence with the correct toy. ANSWER KEY: music (box)

Review: Activity 3

Review: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s have a class toy swap!

Pupil’s Book page 19

Objectives • Lesson aim: to make a toy poster and create a class toy box • Revised language: It’s (small). This is my (doll). Can I play? Yes! Let’s play!

Shine: Time to shine! Shine • Allow pupils of all abilities to demonstrate progress by modifying lesson objectives, adapting pair or groupwork or being creative with learning goals. • Point to the ‘Shine’ stepping stone and write We’re going to make and present a toy poster on the board.

Materials: • Colouring pencils; a toy (optional for each pupil); a box/toy box (optional); pictures of toys

onder

Step 2 5

ma ine g

Build

Grow

Starting the lesson

S hine

●

Create

Draw your toy for the class toy swap.

Step 2: Create

Add your toy to a class toy swap poster.

●

Guess your friend’s toy. It’s old. It’s red.

bear A doll?

Yes!

●

Time to shine! 8

ar?

Share your toy with the class.

Yes!

●

I can shareImy toystoys with my class! share

Unit project A class toy swap

This section revises Global Citizenship skills from the Build and Grow spreads like critical thinking and collaboration. Activity 5 focuses on a critical thinking task and Activity 6 looks at creativity and ‘making’ their project. In Activity 7, pupils are invited to collaborate and communicate in a pair or small group before presenting their project in front of the class in Time to Shine. Make sure that pupils understand the steps to success for the project, to enable them to carry out the project successfully and to the best of their ability. For example, instead of just asking them to create a poster, give them clear stepby-step instructions: 1 2 3 4

Can I play?

Ask pupils which toy they would like to play with most from the unit. Ask pupils if they like to share or swap their toys and who with.

Choose or draw the pictures you want to use. Fill the page. Use lots of colour. Write the words neatly next to the pictures.

Show pupils what is required of them. Some pupils may need more support to keep in mind all the key elements of a successful project. Other pupils may be aware of the key elements but may require further suggestions to motivate them to improve. Above all, project work is a chance for pupils to produce the language they have been learning in class, and will provide useful assessment and remediation opportunities.

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 7

Time to shine: Activity 8

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al Citiz e ob

OptA Let’s be friends

I celebrate all families!

Time to shine! 8 ●

●

sess

Share your toy with the class.

Tell pupils they are going to share their poster/toy. Read the example on the page. Give pupils time to think about what they want to say about their toy. Allow them to practise with a partner before presenting to the class. Ask pupils if they enjoyed learning about toys. Tell them to find the I can shine! sticker at the back of the book and add it to the page

I appreciate special clothes

●

al Citiz e ob

●

I try different food!

al Citiz e ob

●

Read the speech bubbles or nominate 2 pupils to read them. Give pupils time to think of words to describe their toy. Pupils write down their descriptions in sentences starting It’s… . In pairs, pupils read their descriptions for their partner to guess. Then they swap partners and repeat.

I play with friends!

7 Guess your friend’s toy. ●

I appreciate special clothes

●

I try different food!

Ending the lesson

al Citiz e ob

●

Ask pupils to look at the toy poster in Activity 1 and draw the toy they’ve chosen for the class. Remind them to think about colours and whether it’s big/small, old/new, etc. before they start drawing. Give pupils time to draw. Alternatively, they can bring their toy to class.

I celebrate all families!

al Citiz e ob

●

I play with friends!

I share toys!

OptD

6 Add your toy to a class toy swap poster.

I appreciate special clothes

Lorem ipsum

Let’s be friends

I try different food!

Ask pupils to choose 3 or 4 toys they would like to play with. Ask them to think about why it’s good to swap and share. Ask pupils to think about the toys they have chosen and if they have both old and new toys.

Let’s be friends I share toys!

PROJECT TIP If pupils are creating a poster, suggest they draw it in pencil so they can make changes. Ask them to think about how to show it’s old/new or big/small. After the activity, think of a way to display or store the posters, e.g. have part of the wall for old toys and another for new toys. If pupils have brought in their own toys, have one box for old toys and another for new ones. Pupils choose where their poster/toy belongs.

I play with friends!

Put pupils in small groups and give them pictures of toys (or real toys) to play with. Ask them to ask each other questions about the toys in English and invite each other to play.

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Activity Book page 11

3 4

Stick and colour. Then play the game. Pupils cut out the corner pictures, colour them and stick them on the board. Then play the game. Read. Then think and write. Pupils think of different toys and write their words in the different categories.

Pupils colour the corner picture. Ask pupils to look at the Progress Chart for Unit 1 and tick the things they can now do. Home-school link: Pupils make a toy box to show their families.

Time to shine!

Assess

ACHIEVE The pupil can name their toy using It’s a/an… . The pupil can describe their toy using It’s (colour and size). ADJUST The pupil can name and describe their toy but with errors in the sentence. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name and describe their toy using language from previous units. The pupil can ask to play with a toy using correct articles. ➔ Work on pupil’s polite answer to encourage saying more than Yes!, e.g. Yes, let’s play!

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Shine

●

OptB

Look at the toy poster and ask pupils to name all the toys. Ask pupils to choose the toy they would like most for the class. SUPPORT Let pupils work in pairs to name all OptC the toys on the poster together. STRETCH Ask pupils to explain why they chose their toy. Why is it best as a class toy?

I celebrate all families!

5 Draw your toy for the class toy swap. ●

I share toys!

57 2/18/21 5:18 PM

s e i l i m a f f o s d n All ki es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 2, the pupils will:

Exchange information on familiar topics

Recognise familiar words in phrases, sentences and texts

Talk about familiar topics and express feelings using basic words and phrases.

Participate in social exchanges in English

Create a family circle and present it to the class.

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Unit overview Target vocabulary Family: auntie, brother, dad, grandad, granny, mum, sister, uncle Pets: bird, cat, dog, fish Different families: cousin, friend, neighbour, pet

Functional language Thank you! This is for you!!

Recycling and building What’s this? It’s (brown). Is it (colours)?

Language stretch Wow! What a big/nice family!

Target structures Who’s this? This is my … I’ve got a (dog). I’ve got (two) brothers.

Phonics g (granny, grandad), k (cat, colourful)

Values Love your family and pets

Competency focus Understanding intercultural and socioeconomic dimensions of society.

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can answer short, simple questions related to basic personal information, using a single word or phrase. (19)

Use simple words to take part in brief informational, instructional or transactional exchanges and/or conversations.

Learners can understand simple language related to naming and describing family members. (21)

Understand overall meaning and main idea(s) of simple phrases or sentences.

Learners can produce very short fixed expressions, using gestures and asking for help when necessary. (21)

Use basic words and phrases to talk about familiar topics and situations or express simple opinions or feelings.

Learners can give someone something using a basic fixed expression (e.g. ‘Here you are.’) (21)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

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Lesson 1 – Vocabulary

Pupil’s Book page 20 W Wonder: sparking curiosity ond er • Encourage pupils to create their own questions by noticing small things and making connections to the world around them. • Ask pupils which ‘stepping stone’ they are on in their journey. Point to the ‘Wonder’ stepping stone and write the lesson objective on the board: We’re learning about people in our families.

Objectives • Lesson aim: to learn words to describe family members • Target language: auntie, brother, dad, grandad, granny, mum, sister, uncle • Recycled language: big, small; family GSE • Productive: Speaking: Can talk about familiar people and places using single words. • Receptive: Reading: Can recognise single, familiar everyday words if supported by pictures. • Receptive: Listening: Can understand simple language for naming and describing family members.

●

Materials: • Audio; Video; Flashcards – Family

●

uncle

auntie

Big Picture: What can you see?

mum ●

sister

Is your family big or small?

●

2.02

Listen, point and say.

3 Stick and say.

Watch and listen.

Vocabulary Family

● D

iagn ose

2.01

Listen and explore.

Who’s this?

Ask pupils to look at the main picture. Play is my the audio and tell pupils to point to eachThis toy sister. as they hear it. Ask a follow-up question e.g. I can ask about Before family. What colour is Mia’s phone? SUPPORT listening, get pupils thinking about family Song and for structures Who’s this? This is my (sister). 21 by asking them to say the words family members in L1. STRETCH After playing the track, ask follow-up questions, e.g. Is their home new or old? (It’s new.), Is the family big or small? (It’s big.), How many people are there? (8, not including Kiki.)

Starting the lesson

Song

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

Extra activity

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●

Look at the main picture. Ask pupils, Who can you see on the page? 8 Ask dadthem to say who they thethis? can see. SUPPORT To prepare pupils for Who’s new vocabulary, ask them to say whether This the is my dad. 7characters brother are men/women, boys/girls or old/ young. STRETCH Ask pupils if they know shine! e.g. I can other names for family members in English, Mother – Mum, Father – Dad. 3 Ask and answer for Dexter.

Tell me!

Listen and explore.

Play the Rise and Shine Welcome Song. Encourage pupils to use actions from the Welcome unit. Then practise with the karaoke version.

●

What can you see? 2.01

●

Shine

Write family on the board.Lesson Ask pupils if In 2 troduc they know any words for family members in 2.03 On g act. English. Pupils work in teams to1 think Sing of asand many 5 grandad 2.05 4words granny as they can and write their 2 answers Listenon and number. the board under ‘M’ or ‘F’ (male/female). ● Draw pupils’ attention to the glow item, the birdcage. Ask in L1: Who do you think lives in there? Where is he flying to?

Lesson 1

nd e

All kinds of families

m a i n e warm Starting and Gsong B u i lup Wo the row d g r lesson:

2/18/21 12:16 PM

●

2 ●

●

Listen, point and say.

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each family member on the page.

3 Stick and say. ●

Help pupils find the stickers in the back of their books. Point to each one, say What’s this? and elicit the words for them then ask pupils to put them in the correct place on the page. FUTURE SKILLS: enquiry and imagination In L1, ask pupils about families in the past. Were they bigger or smaller than today? What activities did they do together?

●

Watch and listen. Revise family members vocabulary using flashcards. Tell pupils they are going to watch a video about a girl and her family. Before watching, pre-teach some vocabulary, e.g. quads (quadruplets), jump, garden. Ask pupils to watch the video and listen to find out what the girl’s name is. (It’s Carrie.) Play the Families video. WONDER HELPER

Assess

Read Bruno’s question to the class. Ask pupils to tell a partner how many people are in their family and who the people are. Ask pupils if they have a big or small family.

s Revie

Pupils find the characters in the unit and say who they are. ANSWER KEY: uncle, grandad, sister, mum

Trace and match. Pupils match the words and pictures and trace the initial letter of each word.

ANSWER KEY: 1 granny, 2 grandad, 3 auntie, 4 uncle, 5 mum, 6 dad, 7 brother, 8 sister Wonder Helper: Pupils match the middle picture to picture a or b and then colour the picture.

Extra time: Pupils say the family names in alphabetical order. ANSWER KEY: auntie, brother, dad, grandad, granny, mum, sister, uncle

Activity 1 Voices Voices Bruno Elena

Write the following on the board (or read them out one line at a time): 1 dad/brother/granny 2 auntie/uncle/sister 3 grandad/dad/mum 4 mum/brother/auntie

Audioscript

Happy new home! Thank you! Wow! Big family! Yes! I can see Granny and Grandad, Mum and Dad, a brother, that’s Dexter, a sister, Mia, an auntie and an uncle, err … That’s eight! Miaow! Oh, and Kiki! That’s nine! Elena! Bruno! Come in!

Bruno Kiki Bruno Dexter

Ending the lesson ●

t’

ANSWER KEY: b Family

y ●

Activity Book page 12

2.02

ANSWER KEY: Suggested answers are in bold (based on gender), but other answers are possible (e.g. based on age). Ask pupils to explain their answer, in L1 if necessary. Le

Ask pupils to say the odd one out in each row and why he/she is different.

Activity 2 an uncle a grandad

an auntie a sister

a mum a brother

a granny

Practice: Activity 3

Real-world video: Activity 4

Activity 4

Wonder Helper

Activity Book: Practice

Learning path

Ending the lesson

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Wonder

TEACHER TIME TO SHINE: personalisation Pupils engage with topics more if they relate them to their own life. Ask pupils to bring in photos of their family. Throughout the unit, give pupils the opportunity to use new language to talk about their photos.

61 2/18/21 12:16 PM

Lesson 2 – Song

Pupil’s Book page 21 W Wonder: sparking curiosity ond er • Engage pupils with the Big Picture by writing questions about the people on the board (in L1), e.g. Who is this? Is this the father? Is the family like yours? • Point to the ‘Wonder’ stepping stone and write We’re learning to ask and answer questions about family members on the board.

Objectives • Lesson aim: to ask and answer questions about family members • Target language: Who’s this? This is my… . • Recycled language: auntie, dad, family, grandad, granny, mum, sister, uncle GSE • Productive: Speaking: Can answer simple questions on familiar topics using simple language. • Receptive: Reading: Can recognise single, familiar everyday words if supported by pictures. • Receptive: Listening: Can understand basic information about someone’s immediate family, if spoken slowly and clearly and supported by pictures or gestures.

ilies

ma ine g

nd er

Build

Lesson 2 4

granny

grandad

2.03

2.05

Sing and act.

Shine

Grow

Materials: • Audio; Flashcards – Family; photos of your/pupils’/a celebrity family

Starting the lesson ●

S On g

Listen and number. ●

●

dad

●

Who’s this? This is my dad.

brother I can shine! 3

●

Ask and answer for Dexter. Who’s this? This is my sister.

Watch and listen.

I can ask about family. Song and structures Who’s this? This is my (sister).

●

Begin drawing a family member on the board using the illustrations from Lesson 1 as a guide. Stop after drawing a small part (e.g. the hair) and ask: Who’s this? Continue drawing until a pupil guesses correctly. He/She comes to the board and draws another family member for pupils to guess.

2.03

2.05

Sing and act. Play the audio and ask if pupils heard any words for family members. Can they find the people in the main picture? Play the track again and have pupils sing along. More confident classes can sing the song in two groups. One group sings the questions and the other sings This is… . Both groups sing the Hello lines and wave. When pupils are confident with the words, play the karaoke version (audio track 2.04) and have them sing along. Listen and number.

Practice using the target question (Who’s this?) by gesturing to individual pupils in the classroom and letting other pupils answer (e.g. This is John.). Then ask them to look at the pictures on the page and using the same question ask them to say what they can see. Then play the audio and tell them to number the pictures 1–4. Read the question and answer in the box. Ask half the class to repeat the question and half the class to repeat the answer. Check the intonation is correct. Ask pupils to switch roles so they both get the chance to ask and answer.

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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2 ANSWER KEY: auntie 1, dad 2, mum 3, grandad 4

●

Ask pupils if they can remember the question and answers from Activity 2 (Who’s this? This is my dad.). Point to a person in the Big Picture and practise modelling the question and eliciting different answers from pupils. Repeat with all the people, saying Well done when pupils give the correct answer. Encourage pupils to choose other family members from the main picture and ask a partner Who’s this?

ACHIEVE The pupil can clearly form the question Who’s this? and the answer This is my… for the 8 target family members. ADJUST The pupil attempts to form the question and answer, but with words missing. The pupil can accurately name 4–6 of the target family members. EXCEED The pupil can clearly form the question Who’s this? and the answer This is my… for the 8 target family members. In addition, he/she can name more family members, e.g. cousin, sister-inlaw, great grandad, etc.

Give pupils time to put their Wonder checkpoint sticker on the page.

Ending the lesson ●

Ask one pupil to come to the front of the class and draw a family member on the board. The rest of the class have to guess who it is, e.g. It is your auntie/granny/uncle, etc. Once they have guessed correctly, ask another pupil to come and draw. Award one point per correct answer and repeat with different pupils until all the toys have been drawn.

Activity Book page 13

ANSWER KEY: 3, 1

Draw someone in your family. Write. Then tell a friend. Pupils draw someone in their family, complete the sentence and tell a friend. Pupils colour the Wonder checkpoint pebble. Extra time: Pupils choose a family member word from Lesson 1 and write it carefully.

Assess

I can shine!

●

Read. Then look at Activity 1 and number. Pupils read the sentences and write the correct number in the box.

Listen and match. Pupils listen to the audio and match numbers 1–4 to letters a–d. 2.06

ANSWER KEY: 1 b, 2 a, 3 d, 4 c

Activity 1

Audioscript

Elena Who’s this? Dexter This is my dad. Chorus Hello, Dad! Elena Who’s this? Dexter This is my mum. Chorus Hello, Mum! Dexter This is my dad. This is my mum! Chorus Hello, Dad! Hello, Mum! Dexter This is my family. Chorus Family. Dexter This is my family. Chorus Family. Family. Family. Elena Who’s this? Dexter This is my auntie. Chorus Hello, Auntie! Elena Who’s this? Dexter This is my grandad. Chorus Hello, Grandad! Dexter This is my auntie. This is my grandad. Chorus Hello, Auntie! Hello, Grandad! Dexter This is my family. Chorus Family. (Repeat x2)

Activity 2 1

Bruno Dexter

Who’s this? This is my auntie.

Bruno Dexter

Oh, and look! Who’s this? This is my dad!

Bruno Dexter

Who’s this, Dexter? This is my mum.

Bruno Dexter

And who’s this? This is my grandad!

I can shine: Activity 3

Activity Book: Practice 1 and 2

Ending the lesson

Learning path

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Wonder

3 Ask and answer for Dexter. ●

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Lesson 3 – Story

Pupil’s Book page 22 Im Imagination: fostering agine imagination • Encourage pupils to be imaginative and creative. Invite pupils to act out the unit story, playing the characters or telling it with their own words and gestures. • Point to the ‘Imagine’ stepping stone and write We’re learning to understand and act out a story on the board.

Objectives • Lesson aim: to understand and act out a simple story • Recycled language: Who’s/What’s this? This is my … ; brother, mum, small, tablet • Receptive language: I’ve got (a)… . GSE • Receptive: Reading: Can identify which people or objects are being referred to in a text. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

onder

agine

Build

Grow

Materials: • Audio; Video; Story cards; colouring pencils

Shine

Lesson 3

RECEPTIVE SKILLS TIP Before listening in Activity 2, ask pupils a question to ensure they listen actively, e.g. ask Who do you think Felipe is? Let them make suggestions then listen and check.

1 Who’s in the story? Tick (✓).

Listen or watch.

2.07

Towers

This is my friend, Elena.

Who’s this?

2 ● I can shine!

I’ve got a brother.

Let’s imagine!

Draw a family for Kiki.

●

3 Tick (✓) Elena’s family.

4 Act out. I can understand a story about different families.

Story value A story about appreciating family and friends

Story language Who’s this? This is my (cousin).

Starting the lesson ●

Review the flashcards from lesson 1. Ask pupils to name the family members then ask them to name the ones who go together (e.g. mum and dad, brother and sister, granny and grandad).

●

sess

ANSWER KEY: Bruno, Auntie, Ramon’s mum, Kiki

Ask pupils to look at Dexter the Imagine Helper and read the speech bubble with the class. Ask who they think is in Kiki’s family (e.g. Dexter, Mia, Granny Belinda). Pupils draw their ideas.

Who’s in the story? Tick (✓) .

Ask pupils to look at the pictures in Activity 1. Say each person and ask them to repeat. Tell them to look quickly through the story (Activity 2) and tick the people they can see. Ask them to say who they can see in the order they appear in the story. SUPPORT Check pupils are confident with the name of each family member. STRETCH Ask pupils if they can put the characters in alphabetical order.

Play the audio and ask pupils to follow the story in their books and repeat the words together. Then play the video and pause to give pupils time to answer the questions. Let confident pupils choose a character and play the video without sound, letting them play the characters. SUPPORT Before watching the video, tell pupils to look at the story in their books and ask them what they think they will hear or see. STRETCH Ask further questions about the story in L1, e.g. Why do you think Elena is nervous at the beginning? What does Felipe want to tell Elena?

IMAGINE HELPER

FUTURE SKILLS: enquiry and imagination Ask pupils to look at each frame in the story and imagine what the characters are saying or how they are feeling.

Listen or watch.

2.07

3 Tick (✓) Elena’s family. ●

Ask pupils to tick the people in Elena’s family in the story. Ask if they can find and point to the people in the story. SUPPORT Help pupils by pointing to the story frames which tell them the answer. STRETCH Ask confident pupils to choose the answer without looking back at the story.

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

Imagine Helper

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2 4 Act out. Put pupils in 5 groups. Give each group a set of story cards. Ask them to put the story in the correct order then give each group a part in the story (Mia, Dexter, Elena, Bruno, Auntie, Felipe). Play the audio and pause after each frame.

Assess

I can shine!

Activity Book page 14

ANSWER KEY: Elena, his mum, his cousin Felipe

ACHIEVE Pupils correctly identify which people/ animals are in Elena’s family and can say who they are.

Who is in Bruno’s family? Look and tick (✓). Pupils look at the pictures and tick the people in Bruno’s family.

Follow. Then circle. Pupils follow the path through the maze and circle the correct person.

ANSWER KEY: auntie

Draw. Then say. Pupils answer Dexter’s question and draw and name the members of their family. Pupils colour the Imagine checkpoint pebble

ADJUST Pupils correctly identify some of the people in Elena’s family. ➔ Go back to the story and look at each person individually to identify who they are.

Extra time: Pupils rate the story and tell a friend.

Activity 2 1

EXCEED Pupils correctly identify Elena’s family and can identify how they are related. ➔ Pupils can say how the people in the pictures they didn’t tick are connected to Elena.

●

Give pupils time to put their Imagine checkpoint sticker on the page.

Story extension activity ●

Have pupils choose another character from the story and draw three or four ‘photos’ they think that character would have on their tablet of their friends, family and pets. Ask pupils to describe the photos to a partner.

Ending the lesson ●

Auntie Dexter Auntie Auntie Elena Dexter Elena

Auntie 4 Bruno Elena 5 Dexter Mia 6 Dexter Elena 7

Tell pupils to draw a picture of their face with three circles around it. They draw a person or pet who is important to them in each circle. Then they show their picture to a partner and explain who each person or animal is.

Elena Cousin Felipe

8 Cousin Felipe Elena

Audioscript Who’s this? This is my friend, Elena. Hello, Elena! What’s this? It’s a tablet. Let’s look at your photos, Elena. My family is small … I’ve got a mum. That’s one. I’ve got a brother, Bruno … That’s two. Oh, hello, Bruno! And Freddie the fish! That’s three. Ha ha! And a friend! And me and Kiki! Oh, who’s this? It’s my cousin, Felipe! Oh, yes! We’ve got a cousin … Hello, Felipe! Hello, Elena! Look! I’ve got a new baby sister. This is Ana. And I’ve got a new baby brother! This is Ramon. Oh wow! Congratulations Auntie! My baby cousins are small but my family is big!

Extra activity

I can shine: Activity 3

Story extension

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Imagine

●

65 2/18/21 12:16 PM

Lesson 4 – Grammar and vocabulary

Pupil’s Book page 24

Objectives • Lesson aim: to learn words for pets • Target language: bird, cat, dog, fish • Recycled language: brother, doll, small, tablet, train

GSE • Productive: Speaking: Can identify things that belong to them and to other people using simple language. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

Materials: • Audio; Flashcards; colouring pencils

W ma ine Starting o n d e r the lesson g I

Lesson 4

2.08

●

Listen and find.

2.09

Listen and match. Say.

fish

bird

cat 3

2.10

dog Listen and say.

In 5pairs, ask pupils if they can remember Lesson iagn ose any 2.11 animals from Lessons 1–3. Check answers 1 Listen and tick (✓). (bird, cat) and ask if they remember what colour the to. 1 animals were and who they belong 2 D

1 ●

●

I’ve got a bird.

C h a ntI’ve got a doll. I’ve got a train.

2.08

Listen and find.

Ask pupils to look at the picture and guess who Elena and Bruno are talking to (Felipe). Then ask how many animals they can see. Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without 3 2.12 Listen and say. 2 Look and play. prompting and ask them to point to each toy on the page. My sounds I’ve got two brothers and a cat.

I’ve got a tablet, too.

Shine

Grow

Build

RECEPTIVE SKILLS TIP 1! Before listening, ask pupils to think about how Yes! many people are talking and what they are Granny and grandad have talking about. got a colourful cat.

I’ve got a brother. I’ve got a fish. I’ve got a friend. And you?

4 Follow and find. Say.

I can shine!

2 4 ●

●

Listen Cut out and and say. match. Say.

2.09

I’ve got a mum and a dog.

Ask pupils to look at the pictures and say which animals can see. I’ve gotthey a sister. Play the audio and ask pupils to listen and match the words they hear to the pictures. Then ask them to say the words to a partner. I can describe my family and pets.

ANSWER KEY: Felipe has a dog, Bruno has a fish, Mia has a cat, Granny has a bird Communication Describing family members; sounds g and c 25

Vocabulary and structures Pets; I’ve got a (bird).

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

Presentation: Grammar

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2 Activity Book page 15

Extra activity

3 ●

●

2.10

Listen and say.

Read and trace. Then circle. Pupils look at the pictures and read the sentences then circle the correct word and trace it.

ANSWER KEY: 1 dog, 2 bird, 3 cat

Play the audio and ask pupils to repeat the words as they hear them. Ask pupils to say what things Elena has (doll, train, tablet, brother, fish, friend). Play the audio, pausing after each line for pupils to repeat then play the whole chant. Ask more confident pupils to create a line for themselves using a toy, pet or family member.

Build

Ask pupils to draw extra things for their pets, e.g. a house, a toy, a food bowl, etc.

Match and say. Pupils match each person to their pet or object and say the sentence.

ANSWER KEY: 1 I’ve got a granny. 2 I’ve got a cat. 3 I’ve got a sister. 4 I’ve got a mum. Extra time: Pupils think of a pet, draw it and tell a friend.

BUILD HELPER

Activity 1/Activity 2

Ask pupils to look at Elena the Build Helper. Read the sentence in the box and point to the picture of the bird on the page. Say I’ve got a… and point to the picture of the dog in Activity 1 for pupils to complete the sentence. Repeat with the other animals. Then say I’ve… for pupils to complete.

Mia Bruno Felipe Bruno Mia Granny

4 Follow and find. Say. ●

Look at the pictures and ask Which animal lives in this place? Then ask pupils to follow each line from the place to the animal and say, e.g. I’ve got a (fish). Ask pupils what other animals could live in each place. ANSWER KEY: bowl = fish, cage = bird, house = dog, bed = cat

Ending the lesson ●

Play a guessing game. Say I’ve got a… then mime an animal or playing with a toy. Whichever pupil guesses correctly comes to the front and mimes another animal/ toy. Encourage them to use I’ve got a… .

Audioscript

Look, Granny! This is Felipe. Hello. I’ve got a new pet. It’s a dog. I’ve got a fish. Look! I’ve got a cat. Er … Kiki! Ha ha! And I’ve got a bird. What about you? Do you have a pet?

Activity 3 Elena

Let’s go everybody, listen to me! I’ve got a doll. I’ve got a train. I’ve got a tablet, too. I’ve got a brother. I’ve got a fish. I’ve got a friend. And you? Now, come on everybody chant with me! Children I’ve got a doll. I’ve got a train. I’ve got a tablet, too. I’ve got a brother. I’ve got a fish. I’ve got a friend. And you?

Build Helper

Practice: Activity 4

Extra activity

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 5 – Communication

Pupil’s Book page 25

Objectives • Lesson aim: to talk about family members and pets, to practise the sounds g/c • Speaking function: to talk about family members and pets • New language: I’ve got a… . • Recycled language: brother, cat, dad, dog, grandad, mum, sister

GSE • Productive: Speaking: Can name everyday objects in their surroundings or in pictures, if guided by questions or prompts. • Receptive: Reading: Can understand basic statements about where things or people are, if spoken slowly and clearly and supported by pictures or gestures.

onder

ma ine g

Shine

Grow

Build

Lesson 5

n and match. Say.

2.11

Starting the lesson ●

Listen and tick (✓).

bird

Materials: • Audio; Scissors; colouring pencils

Play a game. Read out the following words: mum, auntie, bird, uncle, dog, cat, sister, brother, fish, granny. If you say the name of a pet, pupils must stand up. If you say the name of a family member, they raise their hands. Present a few examples doing the actions yourself.

dog

●

I’ve got a bird.

Look and play.

●

ot a fish. you?

Listen and say.

My sounds

I’ve got two brothers and a cat.

a train. o.

2.12

Yes! Granny and grandad have got a colourful cat.

I can shine! 4 Cut out and say.

I’ve got a mum and a dog.

Listen and tick (✓) .

Ask pupils to look at each photo and say what/ who they can see in each one. Play the audio and ask pupils to listen and tick the correct family photo. Ask pupils if they remember who is in the family. SUPPORT Before listening, make sure the class recognise the difference between each photo by asking true/false questions about them, e.g. In photo 1, there is a boy. STRETCH After listening, ask further questions about the people in the photos, e.g. What colour is the boy’s (e.g. t-shirt)? ANSWER KEY: photo 1

I’ve got a sister.

RECEPTIVE SKILLS TIP Tell pupils they don’t need to understand every word to get the correct answer. Tell them to listen for the family and animal words and to look carefully at each picture as they listen.

I can describe my family and pets. Communication Describing family members; sounds g and c

2 Look and play. ●

2.11

Look at the first sentence. Say I’ve got two… and ask pupils to repeat. Add the remaining words one at a time for pupils to repeat, building up to the full sentence. Ask pupils if the sentence refers to picture 1 or 2.

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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2 ●

In pairs, pupils say a sentence describing a picture for their partner to guess. Remind them there is more than one way of describing each picture. SUPPORT Practise forming plural nouns with pupils. STRETCH Encourage confident pupils to have three items in a sentence, e.g. I’ve got a mum, a dad and a brother.

●

2.12

My sounds

Listen and say.

Point to granny in the picture and say Who’s this? Answer, It’s g – g – granny. Then point to the cat and say What’s this? Answer, It’s a c – c – cat. Play the audio. Pupils say g – g – granny and c – c – cat. Have pupils say the words along with the audio. Then ask them to colour the cat. SUPPORT Look up how the mouth is positioned to make these sounds and draw a mouth on the board to show pupils where the sound comes from. STRETCH Ask pupils to think of other words in English or L1 that use the sounds.

4 Cut out and say. ●

●

Ask pupils to read the 2 sentences. Tell them to cut out the family members or pets they want in their photo frame. If there is time, pupils can colour their pictures, too. Ask pupils to tell a partner who’s in their photo. If possible, make your own example.

Assess

I can shine!

Ending the lesson ●

Display 5–10 of the pupils’ photo frames from the Checkpoint activity around the classroom. Describe the people/pets in one of them saying I’ve got a … and ask pupils to point or move to the correct frame.

Activity Book page 16

2.13 Listen and number. Pupils listen and number the pictures then colour.

ANSWER KEY: 1 d, 2 a, 3 c, 4 b

2.14

Listen and repeat. Trace. Then match. Pupils listen and repeat each word. They trace the letters then draw lines from the picture to the correct sound.

ANSWER KEY: c car, cat; g grandad, granny

ACHIEVE The pupil can produce three sentences clearly describing a family member or pet. The pupil can produce at least one sentence referencing 2 people. ADJUST The pupil can produce a sentence about a family member but with some inaccuracies or words missing. ➔ Support pupils with additional practice using flashcards and modelling sentences. EXCEED The pupil can produce more than three accurate sentences about his/her family or pets. He/she is confident at referencing 2 people in one sentence. ➔ Encourage pupils to talk about more than 2 people in one sentence.

●

Ask pupils to work in pairs. In one photo frame ask pupils to choose and draw family members and pets who went on a camping holiday together, and in another choose family members and pets who stayed home and had a barbecue. Ask them to put a mixture of both pupils’ families and pets in each and to think about which people/pets would like each activity.

Build

FUTURE SKILLS: collaboration and communication

Tick (✓) for you. Then tell a friend. Ask pupils to tick the picture(s) that are correct for them and tell a friend.

Pupils colour the Build checkpoint pebble.

Activity 2

Audioscript

Narrator Which family? Girl This is my mum and my dad. I’ve got two brothers and a cat.

Activity 3 g–g–g grandad k–k–k cat Granny and grandad have got a colourful cat!

Give pupils time to put their Build checkpoint sticker on the page.

Phonics practice

I can shine: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 6 – Global citizenship

Pupil’s Book page 26

Objectives • Lesson aim: to learn words to talk about families • Cross curricular/Culture connection: Different families • Global citizenship theme: Respect and celebrate differences among people’s families • Target language: cousin, friend, neighbour, pet • Recycled language: Who’s this? This is my… .

al Citiz e ob

I try different food!

I appreciate special clothes

Build

Shine

Grow

Write different activities on the board, e.g. have adifferent barbecue, ride a bike, play with toys, painting, I try I appreciate food! special clothes Thanking people swimming, Lesson 7 walk the dog. Find out which activity is most popular by asking pupils for a show of 1 Who’s the card for? Read and tick (✓). hands then getting them to create a mime for 2.17 Then listen and check. the most popular activity.

●

Listen, look and find.

2.15

2.16

I play with friends!

Lorem ipsum

Listen, point and say.

OptC

Let’s be friends

I share toys!

friend

I celebrate all families!

I play with friends!

3 Who do you do these things with? Look, think and tick (✓). eat

go to school

●

cousin

●

friend Think and share!

pet

Who makes a family?

Let’s be friends I share toys!

I can shine!

bestListen, friend point dad and say. 3 Let’s thank someone! grandad granny mum Play the audio, pausing after each description. Thisphoto. is for you. Pupils listen and point to the correct Play the audio again, pausing for pupils to repeat the words. For my Check comprehension by asking pupils to give examples of popular pets and say how many cousins they have. Ask pupils (in L1) if From neighbours are people who live near Thank you!to or far from you. 2.16

OptC Let’s be friends

al Citiz e ob

OptD

RECEPTIVE SKILLS TIP My Everyday English Thanking family and friends; This is for you. Thank you! 27 Before doing the task, ask pupils to think which of the new words connects to each photo and what other words they might hear.

Global Citizenship Families; who makes a family?

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Extra activity

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OptB

I can thank people.

Watch and listen.

●

Let’s be friends

neighbour

al Citiz e ob

OptA

play

●

Ask pupils how the people in the photos iagn ose I try different I appreciate are connected. Encourage them to say words food! special clothes they know in English to check which words they already 2 Readknow. and complete.

●

pet

I appreciate

al Citiz e ob

Listen, look and find.

special clothes present the vocabulary Play the audio and flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each al Citiz al Citiz e e obpicture ob page. on the

I try different ● food!

al Citiz e ob

OptD

neighbour

al Citiz e ob

I play with friends!

cousin

I celebrate all families!

I share toys!

Let’s be friends

2.15

I celebrate all families!

I celebrate all families

Let’s be friends I share toys!

Lesson 6

OptB

●

Materials: • Audio; Video; Flashcards – Family

W ma ine Starting o n d e r the lesson g

●

al Citiz e ob

GSE • Productive: Speaking: Can talk about familiar people and places using single words. al Citiz al Citiz al Citiz al Citiz e e e e ob ob ob ob • OptA Receptive: Listening: Can recognise isolated words related to familiar topics, if spoken slowly and clearly and supported by Let’s be I share I celebrate all I play with friends toys! families! friends! pictures or gestures.

Growth: Nurturing growth G ro w in society • Promote good global citizenship by encouraging pupils’ awareness of their role in society. Ask pupils to think of things they can do to be good citizens (e.g. be polite, don’t waste things) • Point to the ‘Grow’ stepping stone and write We’re learning new words to talk about families on the board. Gl

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Let’s be friends

●

2 3 ●

●

sess

Extra activity Ask pupils if they do any other activities at home and who they do them with. Tell them to add these to the column and tick the people. FUTURE SKILLS: critical and reflective thinking After Activity 3 ask pupils to explain in L1 how different people have fun. Do their parents and grandparents enjoy different activities from them? Why?

Background information (Culture and CLIL) In this lesson, pupils consider what makes a family in the broad sense, including neighbours, friends, more distant relatives and pets. Before the lesson, research some facts for families in your country, e.g. average number of children/pets, most common pet. You could have pupils guess how these numbers compare with other countries.

Activity Book page 17 (Lessons 6 and 7)

Read and match. Then say. Pupils read and match the photos with the pictures then say the words.

ANSWER KEY: 1 d, 2 c, 3 b, 4 a

Activity 1 1 a cousin

GROW HELPER

I play with friends!

I try different food!

3 Boy 4 Girl

Look! I’ve got a pet. This is my dog, Porter! This is me and my neighbour, Marco. I share my toys with my neighbour. I’ve got a big family. Look! This is me and my cousin. I have fun with my cousin! This is my friend Clara. I have fun with my friend!

al Citiz e ob

OptB

I celebrate all families!

al Citiz e ob

1 Girl 2 Boy

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

● obal Citize

Watch and listen. Revise the unit vocabulary using the flashcards. Play the Families Our World video. After watching, ask pupils if they can remember what the children do together. (They eat, play and go to school together). n

al Citiz e ob

OptA

Audioscript 2 a neighbour 3 a pet 4 a friend

Activity 2

Read Granny Belinda’s question as a class. Ask pupils to say if they think there are people who are part of their family even if they’re not actually related.

●

Grow

Who do you do these things with? Look, think and tick (✓). Ask pupils to look at the pictures and say which people and activities they show (e.g. neighbour, pet, eating, going to school, etc.). Ask pupils to think what activities they do with each person and tick them in the table. As

I appreciate special clothes

Ask pupils to think about someone in their life they would like to spend more time with. Ask them what activity they would like to do together and why.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

OptC I try different food!

I appreciate special clothes

al Citiz e ob

I play with friends!

1 2 3 4 5 6

I celebrate all families!

I try different food!

I share toys!

Put pupils into two teams. Read out one of the following definitions to Team A. If they answer correctly, they get a point. If not, Team B gets a chance to answer. Then ask Team B. n

●

I play with friends!

Let’s be friends

I celebrate all families!

Ending the lesson

al Citiz e ob

OptD

I share toys!

Let’s be friends

I appreciate special clothes

My mum’s sister (auntie) My dad’s dad (grandad) My auntie’s daughter (cousin) The person who lives near me (neighbour) My grandad’s son (dad/uncle) My granny’s daughter (mum/auntie)

Practice: Activity 3

Grow Helper

Our World video: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

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Lesson 7 – My Everyday English Objectives • Lesson aim: to make and present a card for a family member • Functional language: This is for you! Thank you! • Text type: greetings card • Recycled language: best friend, dad, grandad, granny, mum

I play with friends!

ma ine g

onder

I try different food!

Build

Shine

Grow

I appreciate special clothes

Lesson 7

Materials: • Audio; Paper, colouring pencils (optional); greetings/birthday cards

I play with friends!

GSE • Productive: Writing: Can spell a range of common words (e.g. names, greetings and colours). Can write their own name with Citiz correct use al Citof althe ize capital letters. b e ob •o Receptive: Listening: Can recognise isolated words related to familiar topics, if spoken slowly and clearly and supported by I try different I appreciate food! clothes pictures orspecial gestures. n

al Citiz e ob

Starting the lesson ●

Thanking people

1 Who’s the card for? Read and tick (✓). ).

point and say.

2.17

Then listen and check.

In pairs, ask pupils to imagine they are having a family party. Ask them which family members would come. In L1, ask what they would eat and drink and what games they might play. Nominate pairs to share their ideas.

iagn ose

Who’s the card for? Read and tick (✓) . 2.17

I play with friends!

I try different food!

I appreciate special clothes

●

I try different food!

nd tick (✓).

al Citiz e ob

Then listen and check.

Ask pupils to look at the card. Read the message to them. Ask who they think the card is for. Don’t confirm the answer yet.

I play with friends!

al Citiz e ob

Pupil’s Book page 27

RECEPTIVE SKILLS TIP Images can help pupils get the correct answers. Encourage pupils to look at the picture and the text on the card before saying who they think the card is for.

I appreciate special clothes

2 Read and complete. best friend dad grandad granny mum

I can shine! 3 Let’s thank someone! ●

This is for you.

●

For my

Think and share!

Ask pupils who they can see in each photo. Play the audio and tell pupils to listen and check their answer and tick the box in the correct photo. Play the audio again and ask pupils to repeat the sentences.

Extension activity

Who makes a family?

From

Thank you!

●

I can thank people. My Everyday English Thanking family and friends; This is for you. Thank you!

If you have brought greetings cards to the class, hold them up or pass them around and ask pupils to say who they might be for and what occasion. Practice giving pupils a card, saying This is for you, for them to respond Thank you.

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

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2 2 Read and complete. ● ●

TEACHER TIME TO SHINE: facilitating speaking in class Before Activity 3, consider different ways of grouping pupils to speak. For example, have a small group of pupils in a circle take it in turns to pass their cards to their right. Start with a more confident pupil and end with a less confident one so they hear the language a number of times before their own turn.

●

Ask one pupil to sit with his/her back to the board. Stick a family vocabulary flashcard on the board behind him/ her. The rest of the class have to say the gender opposite of the flashcard (i.e. if the flashcard is brother, the class will say sister) and the pupils will guess This is my brother? Change pupils and repeat until all family flashcards have been completed.

Activity Book page 17 (see Lessons 6 and 7)

Draw and write. Then act out. Pupils draw a picture on the card, write a name to complete the sentence then tell a partner.

Pupils colour the Grow checkpoint pebble. Extra time: Pupils tell a friend who they help in their family.

3 Let’s give a card to someone! ●

Ending the lesson

Grow

●

Read through the options in the wordpool with pupils. Ask them to choose the correct person to write after For my then write their own name after From. In L1, ask pupils to think of the occasions when we give cards (birthdays, anniversaries, weddings, etc.). Ask how granny will feel when she receives the card.

Look at the photo of the children playing. Ask What has the girl got? (A card). Read the speech bubbles and ask Who is the girl giving a card to? (Her ‘mum’). Tell pupils they are going to make their own card with a picture on the front and text inside (e.g. Happy Birthday). Pupils can use the example in Activity 2 to help them write inside. Practise the phrases This is for you, Mum/Grandad/ Granny and Thank you. In pairs, pupils present their card to the other person.

Activity 1 Boy Granny

Audioscript

This is for you, Granny! Thank you!

Assess

I can shine!

ACHIEVE The pupil can create a card for a specific family member and say This is for you, (mum/dad/ grandad, etc.) clearly without missing words. ADJUST The pupil can create a card for a specific family member and present it when the sentence This is for you, (Mum/Dad/Grandad, etc.) is modelled for them. ➔ Give pupils time to add their Grow checkpoint sticker to the page. EXCEED The pupil can create a card for a specific family member and say This is for you, (Mum/Dad/ Grandad, etc.) clearly without missing words. They can read a partner’s card and tell the class about it, e.g. His/her card is for… .

●

Give pupils time to put their Grow checkpoint sticker on the page.

I can shine: Activity 3

Activity Book: Practice

Extra activity

Ending the lesson

Learning path

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Lesson 8 – Review

Pupil’s Book page 28

Objectives • Lesson aim: to review language from the unit • Revised language: auntie, brother, dad, grandad, granny, mum, sister, uncle; I’ve got (a)… , This is my… . Materials: • Colouring pencils, scissors, glue; Flashcards

W ma ine Starting o n d e r the lesson g I

Let’s

rcle! make a family ci

Step 1

Shine: Time to shine! Shine • Enable pupils of all abilities to showcase achievements through differentiated steps. In a class of mixed abilities, this can be achieved by giving all pupils the chance to shine and demonstrate their progress through groupwork, collaboration, turn-taking. • Ask pupils which ‘stepping stone’ they are on in their journey. Point to the ‘Shine’ stepping stone and write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit.

●

uncle

dad

grandad

me Step 1: Review

brother

sister

mum

granny

auntie

cousin

●

iagn ose

The Review consolidates the target language of the unit from the I can shine! checkpoints and helps prepare pupils for the unit projects. Vocabulary e! Wonder spread is reviewed shinthe Time tofrom through reading and writing in Activity 1. 7 storyShow family to the class. are The ideasyour from the circle Imagine spread reviewed in Activity 2. The speaking element in Activity 3 consolidates the target structures and language of the Build spread.

1 Read and number. Then trace. This is my mum. I’ve got two sisters and a pet. It’s a bird!

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4 Think! Tick (✓) who is important to you. neighbour

Create

1 Read and number. Then trace.

3 Tell a friend.

S hine

Display pictures of family members and 5 fromWho Make your family your pets theare unit on special the board 6or around the circle. people? Draw and write. classroom. Give pupils 2–3 minutes to look at and s streetthe ch and remember pictures. Remove them and oo my l n i ask pupils to work in pairs or small groups to remember as many as they can in 1 minute. my house in answers Write correct on the board.

●

2 Who’s in your family? Circle.

Grow

Tell pupils to look back through the unit, decide which was their favourite lesson and say why (in L1 if necessary).

Step 2

Review

Build

friend

●

pet

Unit review Unit objectives review

I’ve got a sister. I’ve Ask pupils to look at the picture of the family. got a cat. This is my Point to each person and ask thefriend. class to say who it is. Then read the words on the right and ask I can appreciate all kinds Check of families! pupils to number the pictures. pupils’ answers then tell them to trace the words. the SUPPORT Review family members fromUnit project A family circle 29 first vocabulary lesson if necessary. STRETCH Pupils cover the words and name the people in the picture first, before uncovering the words to match them.

ANSWER KEY: (left to right, top to bottom) 7, 3, 8, 1, 6, 2, 4, 5

Starting the lesson

Learning path

Song

Review: Activity 1

Review: Activity 2

Extra activity

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2 2 Who’s in your family? Circle. ●

●

sess

●

Use this space to take notes on what your pupils might need to revisit based on their performance in the review lesson.

Tell a friend.

Shine

3 ●

Unit 2 review notes

Ask pupils to look at the family picture in Activity 1 again and circle the people who are in their family. If they have a different pet (e.g. a bird, fish or rabbit) ask them to draw it on the picture.

Read the example sentences as a class and ask pupils to share their pictures with a friend. Ask pupils to say their own sentences about their family, using the speech bubble on the page as a model.

4 Think! Tick (✓) who is important to you. ●

Tell pupils to think of other important people in their life. Review the words neighbour, cousin, friend, pet. Tell them they can tick more than one person.

Ending the lesson ●

In pairs, tell pupils to find the page(s) in the unit with the following things (in L1 if necessary): 1 2 3 4

●

A picture of a dog in snow (p.26) A family photo with a dog (p.25) Elena’s cousin (p.23) A birdcage (p.21/22/24)

Tell them this is a race and the first pair to find each page wins.

Activity Book page 18

Trace. Then number for Dexter. Pupils write the number of the picture next to the word then trace each word.

ANSWER KEY: mum 1, dad 7, granny 3, grandad 5, auntie 6, uncle 2, sister 4

Look and read. Tick (✓) or cross (✗) for you. Then tell a friend. Pupils look at the table and tick or cross for themselves then tell a friend their answers.

Extra time: Pupils complete the sentence with the correct family member. ANSWER KEY: cousin

Review: Activity 3

Review: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s make a family circle!

Pupil’s Book page 29

Objectives Shine: Time to shine! Shine • Lesson aim: to create and present a ‘family circle’ • Allow pupils of all abilities to • Revised language: Who’s this? This is my (sister). I’ve got (two) demonstrate progress by modifying lesson (sisters). objectives, adapting pair or groupwork or being creative with learning goals. Materials: • Point to the ‘Shine’ stepping stone and write We’re • Coloured paper, plain paper, circle templates, scissors, glue going to make and present a family circle on the board.

ma ine g

onder

Step 2

uncle

dad

grandad

brother

sister

mum

granny

auntie

Grow

S hine

Starting the lesson ●

Create

6 Who are your special people? Draw and write.

Build

Make your family circle.

Step 2: Create

street and sch oo my l in

●

my house in me

Time to shine! 7

●

Show your family circle to the class.

I can appreciate all kinds of families!

pet

2 Unit project A family circle

This is my mum. I’ve got a sister. I’ve got a cat. This is my friend.

Draw a big circle on the board, elicit the word circle. Draw 3 more circles inside the first, so there are 4 circles one inside the other. Explain that pupils are going to make a circle with lots of layers to show their family, friends and pets.

●

Show pupils what is required of them. Some pupils may need more support to keep in mind all the key elements of a successful project. Other pupils may be aware of the key elements but may require further suggestions to motivate them to improve. Above all, project work is a chance for pupils to produce the language they have been learning in class and will provide useful assessment and remediation opportunities.

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 7

Time to shine: Activity 8

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2 5 Who are your special people? Draw and write.

6 Make your family circle. Ask pupils to create their own circles like the template on page 29 and use different colours for each ring of the circle. Then they draw themselves in the centre and write or draw the people/pets they have chosen in the correct circle.

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PROJECT TIP If you have the facilities, have pupils produce their family circles digitally. Save them then return to them later in the course to ask pupils if they have new pets, friends, neighbours or family members to add.

Time to shine! 7 Show your family circle to the class.

I play with friends!

I try different food!

al Citiz e ob

OptB

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

●

al Citiz e ob

OptA

●

Read the speech bubble with the class. Ask pupils to think about what they want to say about their circle before they present it to the class. If you have a big class or less confident pupils, have them present to smaller groups. Point out that no two families are the same and we should celebrate all kinds of family. Ask pupils if they enjoyed learning about family and pets. Tell them to find the I can shine! sticker at the back of the book and add it to the page. Gl

●

I appreciate special clothes

Ask pupils to choose a person/pet from their family circle and say (in L1 if necessary) one thing they will do with that person that week. Ask them how spending time with that person makes them feel.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

OptC

al Citiz e ob

I appreciate special clothes

I try different food!

I play with friends!

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

●

Ask pupils to look back at the unit and think which lesson they enjoyed the most. Have a vote for each lesson and write the results on the board. Encourage pupils to say (in L1 if necessary) why they enjoyed the winning lesson.

Activity Book page 19

Stick, draw and colour. Then complete the family tree. Tell pupils to cut out and colour the picture frames and stick them around their favourite pictures and onto their picture album page. Pupils start on the ‘Start’ triangle then take turns to throw a dice and move along the board naming objects, saying This is my… or I’ve got a… . If they can’t, they miss a turn. Whoever finishes first, wins the game. Read. Then think and write. Tell pupils to look at the diagram, think about words for family, friends and pets and write them in the correct place.

Pupils colour the corner picture. Ask pupils to look at the Progress Chart for Unit 2 and tick the things they can now do. Home-school link: Pupils make a picture album page to show their families.

Time to shine!

Assess

ACHIEVE The pupil can name family, friends and pets using This is my… . and I’ve got a… . ADJUST The pupil can name family, friends and pets but with errors in the sentence. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name family, friends and pets using language from previous units. The pupil can help other pupils in class during pair/group work tasks. ➔ Work on pupil’s intonation and pronunciation by modeling examples and asking extra questions, e.g. How old is your sister?

I celebrate all families!

I share toys!

Let’s be friends

Ending the lesson

I appreciate special clothes

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Shine

Ask pupils to look at the family circle. People who are close to them go in the inner circle and those who are less close in the outer circles. Tell pupils to draw lines or write the people in the appropriate circle for themselves.

●

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Review 1 – Important to me

Pupil’s Book page 30

Objectives • Lesson aim: to review language from Units 1 and 2

Review

Important to me

GSE • Productive: Speaking: Can ask about the identity of an object using a basic phrase (e.g. What is it?). • Receptive: Writing: Can trace individual letters. • Receptive: Listening: Can identify everyday objects, people and animals in their surroundings or in pictures from short, basic descriptions (e.g. colour, size), if spoken slowly and clearly.

2.18

Listen and find the toys. 2

For

Materials: • Audio; Flashcards; scissors, card, labels, colouring pencils 3

Starting the lesson ●

Ask pupils to work in pairs. Pupil A has to say what words and phrases they can remember from Unit 1 and Pupil B has to talk about Unit 2. Then they open their books to check.

2.18

Read and match. Then trace. I’ve got

elephant .

Listen and find the toys.

Before playing the audio, ask pupils if they can guess what the presents are. Don’t confirm answers at this stage. Ask pupils what toys have already been opened. ● Play the audio and have pupils point at the characters and say their names again. SUPPORT Before the activity, review words for toys using flashcards. STRETCH Ask pupils to listen for a word to describe each toy in the audio.

What’s this?

2 Read and match. Then trace. ● ●

●

3 Look and point. Then ask and answer about toys. ●

●

Read the speech bubbles, pointing to the ball-shaped present as you ask What’s this? Ask pupils to ask and answer for all the presents and add another sentence to describe the present. After checking answers, extend the activity by saying, e.g. It’s old for pupils to say which toy you’re talking about. SUPPORT Play the audio again so pupils can hear the words used to describe the presents. STRETCH Ask pupils to choose an adjective that describes a toy and say it to you to guess the toy.

4 Draw or make a label. ●

Ask pupils to look at the example labels. In L1, ask them where they would see these (e.g. on a present, on a suitcase).

● ●

Look at the pictures and ask pupils to say what toys they can see. Ask them to read the speech bubbles and match them to the correct pictures. Then they trace the words. To extend the activity, ask pupils to say which character they think would like each toy. ANSWER KEY: 1 I’ve got a plane. 2 I’ve got an elephant. 3 I’ve got a car.

●

I’ve got

plane.

It’s a ball. It’s old.

Review 1 Units 1 and 2

Ask pupils to think what type of label they want to make and what to write on it. Write some examples on the board. Give pupils time to make and write their labels. Ask pupils to show their labels to the class.

5 Read and complete. ●

●

Ask pupils to think about the statements and write numbers in the boxes. If pupils are unsure about the first 2 statements, remind them of the words they know and count them together. For the second 2 statements, pupils can look back through Units 1 and 2 to find their favourite story and song. If there is time, you could ask pupils to vote for their favourite song. The song with the most votes wins, and pupils can sing it again.

Time to shine! 6 Read and tick (✓). ●

Read through the I can… statements with the class and ask pupils to tick the ones they think they have achieved. If pupils are unsure, remind them of the words they know about each topic, so they feel confident in ticking the statement.

Starting the lesson

Activity 1

Activity 2

Activity 3

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car.

Look and point. Then ask and answer about toys.

●

I’ve got a

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Activity Book pages 20–21

Review Time to shine!

Mini-project

Colour and say. Tell pupils to find and colour groups of 3 pictures that are linked thematically and also physically on the grid. Pupils colour their groups of 3 in two different colours (e.g. one colour for toys and the other colour for families). Then they say the words.

Listen and number. Then ask and answer. Play the audio and ask pupils to point to each described picture. Play the audio again. Ask pupils to look at the pictures, listen and write a number in the number box next to the picture.

Read and tick (✓).

4 Draw or make a label.

For my

Think about my progress

5 Read and complete. I know words.

toy

I know words.

family

ANSWER KEY: a – 5, b – 1, c – 3, d – 2, e – 4 1 I can name my toys and family.

My favourite story is in Unit .

3 I can ask friends to play.

2 I can ask and answer about toys and family.

4 I can thank someone.

Read and trace. Then tick (✓) for you. Ask pupils to read and trace over the structure and words. Tell them to tick the things they have got. Pupils tell a friend what they have using the structure I’ve got a… .

Think of a toy to play with. Draw, write and say. Ask pupils to think of a toy they’d like to play with. Pupils draw and then complete the speech bubble with the toy word.

Think of a toy to give to your best friend. Draw and write. Ask pupils to think of a toy they’d like to give their best friend. They draw and then complete the sentences. SUPPORT Some pupils may struggle with writing, so have them draw and say. STRETCH Ask pupils to describe the toy (age, colour, size).

Ending the lesson ●

Ask pupils to draw a picture of a toy they’ve got that was a present. Ask them to tell their partner about the toy.

Audioscript

Activity 1

Mia Granny

Here, Granny. This is for you. What is it? Oh it’s a music box! A new music box. Thank you.

Mia

And Elena. This is for you, my friend! Oh! I’ve got a doll. A small doll. Thank you, Mia.

Elena 3

Mia Dexter

4 Mia Dexter Kiki

Join the dots. Then read, trace and circle. Tell pupils to join the dots and read the sentences, circling and tracing the correct word.

ANSWER KEY: 1 car, 2 cat

My favourite song is in Unit .

Review 1

And where’s my brother? Ah! Dexter. This is for you. Wow! It’s big! I’ve got a teddy bear! It’s new! Thank you.

Time to shine!

Read and colour. Read the statements together. Give pupils some time to reflect on their learning experience. Ask pupils to colour the statements they feel they have achieved. This is a good opportunity to ask pupils about any problems or doubts they might have or if they would like you to explain any target language again.

This is for my pet. Look, Kiki! It’s a ball. An old ball. Let’s play! Miaow!

Activity 4

Activity 5

Activity 6

Ending the lesson

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Amazing bodies es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 3, the pupils will:

Name or describe people or common objects or express basic opinions in a few words

Recognise familiar words in phrases, sentences and texts

Talk about familiar topics and express feelings using basic words and phrases.

Participate in social exchanges in English

Make a talent show poster

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Unit overview Target vocabulary Body: arms, ears, eyes, feet, hands, legs, mouth, nose Action verbs: dance, hop, jump, run Playground games: clap (your hands) close/open (your eyes), touch (your feet), move your body

Target structures I’ve got (brown) eyes/two arms. I can/can’t…

Phonics Functional language

m (my, make), n (nose, noise)

Let’s play! My turn!

Values Recycling and building

Respect differences and different abilities

I’ve got a (brother).

Competency focus Language stretch

Understand equality, don’t discriminate

Well done!

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can name common parts of the body. (23)

Use a few single words to name or describe familiar people or objects or express basic opinions.

Learners can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures. (19)

Recognise familiar words in phrases, sentences and texts.

Learners can talk about things they can or can’t do using a simple fixed expression. (28)

Use basic words and phrases to talk about familiar topics and situations or express simple opinions or feelings.

Learners can take part in basic games that use fixed expressions or rhymes. (22)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

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Lesson 1 – Vocabulary

Pupil’s Book page 32 W Wonder: sparking curiosity ond er • Encourage pupils to create questions and make connections to the world around them. • Point to the ‘Wonder’ stepping stone and write We’re learning words about parts of the face and body on the board.

Objectives • Lesson aim: to learn parts of the face and body • Target language: arms, ears, eyes, feet, hands, legs, mouth, nose • Recycled language: big, cat, dog, elephant, robot; I’m a… , Who’s this? It’s… . GSE • Receptive: Reading: Can recognise single, familiar everyday words if supported by pictures. • Receptive: Listening: Can identify everyday objects, people or animals in their surroundings or in pictures from short, basic descriptions (e.g. colour, size) if spoken slowly and clearly. • Productive: Speaking: Can repeat single words if spoken slowly and clearly.

m a i n e warm Starting the B u i l dup andGsong Wo row g r lesson:

nd e

Amazing bodies

●

Lesson 1

●

What can you see?

3.01

Listen and explore.

ears

●

mouth 5

arms 6

Tell me!

Name your body parts!

3.02

S On

roduc

iagn ose

Look at the main picture. Ask pupils Who can I’ve got three eyes. you see on the page? Ask them to look at the objects and people. SUPPORT Revise names e!Lesson of family members, pets andI can toys shin from 1, Units 1 and 2. STRETCH Pupils add any 3 Play a guessing game. additional information about any of the people or objects, e.g. colour or size. I’ve got one eye. I’ve got four ears.

Robot 3!

Watch and listen.

feet

legs I can talk about my body.

Vocabulary Body parts

Song and structures I’ve got (two) (eyes).

Starting the lesson

Song

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

Extra activity

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3.05 the board. Ask pupils to copy picture to circle. add 2 the Listen and 2 eyes features (e.g. eyes, nose, mouth, etc.) Ask if they know any parts of the face1or body in2English. 3 Write correct answers on the board. Draw pupils’ attention to the glowing elephant in the corner of the main picture. In L1, ask: What animal costume is that? Who do you think might be in the costume?

hands

Listen, point and say.

3 Stick and say.

Shine

Play the Rise and Shine Welcome Song. Encourage pupils to use actions from the Welcome unit. Then practise it with the karaoke Lesson 2 version. 3.03 Sing and act. Draw the outline of a1 head and body on I

Big Picture: What can you see?

nose ●

Materials: • Audio; Video; Flashcards – Body parts

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Listen, point and say.

3.02

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each face and body part on the page.

3 Stick and say. ●

Help pupils find the stickers in the back of their books. Point to each one, say What’s this? and elicit the words for them then ask pupils to put them in the correct place on the page.

●

Play a game of Teacher Says. Say Teacher says touch your (nose/head/knee). Pupils must follow the instruction, but if you say Touch your… pupils must stay still. If pupils mistakenly touch the face/body part they are out.

Activity Book page 22

Ask pupils to look at the main picture. Play the audio and tell pupils to point to each toy as they hear it. Ask a follow-up question e.g. What colour is Dexter’s costume? SUPPORT Before listening, get pupils thinking about body parts by asking them to say the words in L1. STRETCH After playing the track, ask follow-up questions, e.g. What colour is Dexter’s nose? (black) What colour are Mia’s eyes? (brown)

2 ●

Ending the lesson

Listen and explore.

t’

s Revie

Wonder

●

3.01

Pupils find the family members and trace the letters then say the names of the family members. ANSWER KEY: auntie, uncle, grandad

Trace and match. Pupils match the words to the

picture then trace them.

ANSWER KEY: 1 eyes, 2 ears, 3 mouth, 4 nose, 5 arms, 6 hands, 7 legs, 8 feet Wonder Helper: Pupils match the middle picture to picture a or b and then colour the picture. ANSWER KEY: a The body

Extra activity Ask pupils to draw a costume they would like to wear to a party and label the parts of the face and body.

Extra time: Pupils say the words in alphabetical order. ANSWER KEY: arms, ears, eyes, feet, hands, legs, mouth, nose

FUTURE SKILLS: critical and reflective thinking In L1, ask pupils to think of animals that have a different number of body parts to humans e.g Which animals have 4 legs? Which animals don’t have arms?

4 ●

●

Activity 1 Dexter

Watch and listen.

Mia

Revise body parts vocabulary using flashcards. Tell pupils they are going to watch a video about people with amazing bodies. Before watching, pre-teach some vocabulary, e.g. exercise, young, strong. Ask pupils to watch the video and listen to find out who Jacinto is. (He’s Adam’s grandad.) Play the Our Bodies video.

WONDER HELPER

Audioscript

Dexter Bruno Elena Bruno Clara Bruno Elena’s mum

Assess

Read Bruno’s instruction. Ask pupils to work in pairs and see how many body parts they can name.

Hahaha! Look at my nose! It’s black! I’ve got big ears. I’m a dog. Woof! And I’m a doll. I’ve got blue eyes. Who’s this? It’s Bruno! Yes, it’s me! I’m a teddy bear. I’ve got brown arms and legs. I’ve got big feet. I’ve got big hands. I’ve got a big mouth. I AM A ROBOT! Ha ha! Hey! Where’s my friend Clara? I’m here. I’m a cat. Miaow! I’ve got big eyes and small ears. Look! An elephant! It’s big! OK everybody. Look at me. Smile!

Activity 2 ears arms

eyes hands

a mouth feet

a nose legs

Practice: Activity 3

Real-world video: Activity 4

Activity 4

Wonder Helper

Activity Book: Practice

Learning path

Ending the lesson

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Lesson 2 – Song

Pupil’s Book page 33

Objectives • Lesson aim: to use I’ve got… to talk about parts of the face and body using specific language • Target language: I’ve got (brown) eyes/two arms. • Recycled language: I’ve got a brother. GSE • Productive: Speaking: Can name common parts of the body. • Receptive: Listening: Can get the gist of a simple song, if supported by gestures.

W Wonder: sparking curiosity ond er • Engage pupils with the Big Picture by asking some questions (in L1), e.g. What can a robot with 5 arms do? (carry lots of things) What can a robot with 6 legs do? (run fast) • Point to the ‘Wonder’ stepping stone and write We’re learning to talk about parts of the face and body on the board. Materials: • Audio; Flashcards

nd er

ma ine g

Build

Lesson 2

1 2

ears

eyes

3.03

3.05

Sing and act.

Shine

Grow

S On

Starting the lesson: warm up and song ●

Listen and circle.

Draw a body on the board and write the numbers 2, 2, 2, 2, 2, 2, 1, 1 (showing how many of each body part we have – feet, legs, arms, hands, eyes, ears, nose, mouth). Ask the class to tell you which body parts go with which numbers. ANSWER KEY: 2 arms, legs, eyes, ears, feet, hands; 1 nose, mouth

1 ●

● ●

I’ve got three eyes.

I can shine! 3 6

Play a guessing game. I’ve got one eye. I’ve got four ears.

hands

●

Robot 3!

and listen.

feet

legs I can talk about my body. Song and structures I’ve got (two) (eyes).

Sing and act.

Play the audio and ask pupils if they heard any words for body parts. Ask them to find the body parts they heard in the main picture. Play the track again and have pupils sing along. When pupils are confident with the words, play the karaoke version and have them sing along.

2 ●

3.03

3.05

Listen and circle.

Practise using the target question by pointing to parts of your body and asking What’s this? Let pupils answer then invite confident pupils to the front of the class to take your role. Ask pupils to look at the pictures of the robots and think about how many face/body parts each one has. Tell pupils to listen to the second part of the song. Play the audio, pausing after each line describing the robot to give pupils time to look carefully at each picture. They choose the correct robot from the pictures on the page. SUPPORT Each time you pause the audio, ask pupils to eliminate the robot it can’t be, e.g. This one has more than three eyes. STRETCH Ask confident pupils to explain why they didn’t choose the two other robots, e.g. It has two eyes, not three eyes. ANSWER KEY: robot 1

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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3 3 Play a guessing game.

Activity Book page 23

Read the speech bubbles with the pupils and describe one of the robots for the class to guess. Then tell pupils to work in pairs and describe a robot for a partner to guess. Remind pupils to use I’ve got… and to add an ‘s’ to the noun if there is more than one.

I can shine!

Assess

ACHIEVE Pupils can use two or more sentences accurately to describe the robot.

EXCEED Pupils can use 4–5 sentences accurately to describe the robot.

●

Give pupils time to put their Wonder checkpoint sticker on the page.

Ending the lesson ●

Draw the body of a robot on the board and ask pupils to call out numbers and body parts (e.g. 3 legs, 6 eyes!). Draw their suggestions on the board then put them in pairs and get them to repeat the activity and describe their robot to a partner.

Listen and tick (✓). Pupils listen and tick the robot that matches the audio, then describe all the robots with a partner.

ANSWER KEY: robot 3

Read and count. Then write. Pupils read the sentences and complete them with the correct number.

ANSWER KEY: 2, 4, 3, 4

3 ADJUST Pupils can repeat sentences if modelled clearly but miss out words when producing independently.

3.06

Draw your robot. Write. Then tell a friend. Tell pupils to draw a robot and write how many face/body parts it has, then tell their friend about it.

Pupils colour the Wonder checkpoint pebble. Extra time: Pupils choose their favourite body word from Lesson 1, write it down then tell a friend.

Activity 2

Audioscript

Boy I’ve got two eyes. I’ve got two ears. I’ve got a mouth and a nose. I’ve got two legs. I’ve got two arms. Two hands, two feet and ten toes! Best friends, best friends! We’re different, but best friends. Robot I’ve got three eyes. I’ve got six ears. I’ve got a mouth and a nose. I’ve got four legs. I’ve got five arms. Five hands, four feet and six toes! Best friends, best friends! We’re different, but best friends. Best friends, best friends! We’re different, but best friends. We’re different, we’re different but best friends, We’re different, but best friends.

I can shine: Activity 3

Activity Book: Practice 1 and 2

Ending the lesson

Learning path

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Wonder

●

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Lesson 3 – Story

Pupil’s Book page 34 Im Imagination: agine fostering imagination • Encourage pupils to be imaginative and creative. Invite pupils to act out the unit story, playing the characters or telling it with their own words and gestures. • Point to the ‘Imagine’ stepping stone and write We’re learning to understand and act out a story on the board.

Objectives • Lesson aim: to understand and act out a simple story • Recycled language: big, feet, hands; Look! Who’s this? I’ve got (pink ears). Well done, Granny! • Receptive language: I can/can’t (dance). GSE • Receptive: Reading: Can understand the main idea in a short, simple story. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

onder

Lesson 3

agine

Build

Grow

Materials: • Audio; Video; Story cards

Shine

ANSWER KEY: Bruno, Granny, Elena, Clara

1 Who’s in the story? Tick (✓).

3.07

RECEPTIVE SKILLS TIP While listening in Activity 2, pause the audio/ video after each frame and ask a question(s) to check pupils are following, e.g. (frame 1) What does Elena want Dexter to do? Can Dexter do it? How does he feel? etc.

Listen or watch.

Towers

I’ve got big feet. I can’t dance.

I can shine!

Let’s imagine!

Draw yourself at the party!

3 Who can dance? Tick (✓) and say.

●

I can dance.

4 Act out. I can understand a story about different abilities.

Story value A story about different abilities

●

Story language I’ve got big (feet). I can’t (dance).

Starting the lesson: warm up ●

Ask the class if they can remember what all the characters were dressed as in the previous lesson. Write any suggestions on the board then allow pupils to check in their books. FUTURE SKILLS: enquiry and imagination Ask pupils to look at the first frame of the story and say what Elena and Dexter are doing and how they are feeling. After listening to the story, ask if they were correct.

1 ●

sess

Who’s in the story? Tick (✓).

Ask pupils to look at the pictures in Activity 1. Say each character and ask them to repeat. Tell them to look quickly through the story (Activity 2) and tick the character they can see. Tell them there is 1 character that isn’t in the story. Ask them who it is (Kiki). SUPPORT Before the task, check pupils can name each family member. STRETCH Ask pupils to use their imagination and guess where grandad might be.

Listen or watch.

3.07

Play the audio and ask pupils to follow the story in their books and repeat the words together. Then play the video. Let confident pupils choose a character and play the video without sound, letting them play the characters. SUPPORT Before watching the video, tell pupils to look at the story in their books. Ask them what they think they will hear or see. STRETCH Ask more confident pupils some follow-up questions in L1, e.g. Does Elena have big ears? Why does Dexter think he can’t dance? Who dances with the elephant?

IMAGINE HELPER Ask pupils to look at Dexter the Imagine Helper and read the speech bubble as a class. Ask them to think about different places people can dance (at a party, at home, in a show) and different types of dance.

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

Imagine Helper

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3 3 Match. Who can dance? Tick (✓) and say. ●

●

ANSWER KEY: Clara, Granny, Dexter

Activity Book page 24

Which is the odd one out. Look and tick (✓). Pupils tick the odd one out.

ANSWER KEY: Clara’s small feet

Assess

I Can Shine!

Ask pupils to stand up. Say instructions such as wave your hands, circle your arms, shake your head, etc. Ask them to dance like a character from the story, e.g. Dance like Dexter! Dance like Elena!

●

ACHIEVE Pupils correctly match the body parts to the characters and understand that they all eventually dance in the story.

Find and colour. Then circle. Pupils look at the lines and shapes to find a robot dancing, then colour the robot shapes with dots and circle the robot.

ANSWER KEY: friend

Draw. Then say. Pupils draw themselves then talk in pairs. Encourage them to say Yes, I can dance or No, I can’t dance. Pupils colour the Imagine checkpoint pebble.

ADJUST Pupils match some of the body parts to the characters and realise that some of the characters dance in the story. ➔ Go back to the story and talk through what’s happening in each frame.

Extra time: Pupils rate the story and tell a friend.

EXCEED Pupils correctly match the body parts to the characters and understand that they all eventually dance in the story. Pupils can explain in L1 that some of the characters join in later than others. ➔ Ask pupils further questions about what the characters might be feeling in different parts of the story.

Activity 2 1

Elena Dexter 2 Bruno Clara 3 Dexter Bruno 4 Granny

4 Act out. ●

Put pupils in 4 groups. Give each group a set of story cards. Ask them to choose a character from the story (Clara, Bruno, Dexter, Elena, Granny) and repeat their lines as they hear them. Play the audio and pause after each frame.

Story extension activity ●

Imagine

●

Ending the lesson

Ask pupils to look at the story again and tick each character who can dance. Confirm with pupils that all the characters join in the dancing in the end. Ask pupils if they think it’s important to join in and what activities they like to join in with. Give pupils time to put their Imagine checkpoint sticker on the page.

5 Granny Dexter 6 Dexter Elena 7 Clara Bruno 8 All

Audioscript Look at me, Dexter! Let’s dance! Er … I’ve got big feet. I can’t dance. Look, I can dance. I can dance, too! Who’s this? Er … It’s big … It’s grey … I can dance, I can’t sing, I’ve got big pink ears. I’ve got hands I can clap, Look at me – I can rap! Dexter, dance with me! Er … OK. Ha ha! I can dance! Well done, Dexter! Wow! Who’s this? Look! It’s yellow! Oh, it’s Granny! Well done, Granny Belinda!

Ask pupils to think of what happens next in the story (e.g. all the characters dance together, they sit down and have a rest). Ask pupils to draw their scene and then present it to another group (in L1).

Extra activity

I can shine: Activity 3

Story extension

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 4 – Grammar and vocabulary

Pupil’s Book page 36

Objectives • Lesson aim: to learn words to describe actions • Target language: I can/can’t… dance, hop, jump, run • Recycled language: Let’s play a game., one leg, sit down

GSE • Productive: Speaking: Can use language related to basic actions (e.g. dance, hop, jump, run) • Receptive: Listening: Can recognise words and simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures.

Materials: • Audio; Flashcards; colouring pencils

W Starting lesson: warm up o n d e r the m agine B I

uild

Lesson 4

3.08

●

Listen and find.

3.09

Listen and number. Say.

Play D Lesson 5 another game of Teacher Says (see iagn ose page 73), but this time add the new vocabulary 3.11 1 Listen and number. from this lesson (dance, run, jump, hop) to see if any pupils know the words.

1 ●

●

dance 3

3.10

jump

run

hop

Listen and say.

●

C h a nt I can jump, I can hop,

I can jump. I can’t hop.

Listen and find.

Ask pupils to look at the picture and say who they can see (Elena, Granny, Bruno, Dexter, Mia). Play the audio and present the vocabulary 3.12 3 each Listen and say. 2 Look and play. flashcards for pupils to repeat word. Then hold up each card for them toMsay without y sounds I’ve gotand big ask them to point to each action prompting feet. I can hop. on the page. Play the audio again if necessary and check I’ve got small to the correct actions. Ask pupils are pointing hands. I can draw. pupils who they think lost the game.

I can

run .

I can

jump.

I can

hop.

I can

dance.

Vocabulary and structures Actions; I can (jump). I can’t (hop).

2 ●

●

3.09

Listen and number. Say.

Ask pupils to look again at the pictures and words. Tell them listenmytoabilities. the words and I canto describe number the pictures correctly. Communication Describing Play the audio. Pause after each word if abilities; sounds m and n 37 necessary for pupils to repeat.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

Presentation: Grammar

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RECEPTIVE SKILLS e! TIP I can shin Before listening, tell pupils if they don’t hear 4 answer, Cut out and play!onto the next one. one they move Tell them they may be able to work out the Look! correct answer at the end if they are sure of I can dance. the others.

Follow, trace and draw. Then say.

3.08

My nose makes noise!

I can dance, I can run. I can run, I can dance, Oh no, I can’t stop!

Shine

Grow

2/18/21 12:30 PM

3 3 ●

●

Activity Book page 25

Listen and say.

Ask pupils to look at Elena. Read the first sentence I can jump… and ask pupils to repeat. Demonstrate jumping, look happy and say I can jump. Ask pupils to read the second sentence then Oh no! I can’t stop! Give pupils other examples of can’t by, e.g. trying to hop, looking sad and saying I can’t hop. Play the chant for pupils to repeat. SUPPORT Ask pupils to create a line with just the verbs. STRETCH Ask pupils to create a line for themselves, replacing the verbs with other actions they might know.

BUILD HELPER Read the sentences in the box (I can jump. I can’t hop) to the class and mime actions for I can… (thumbs up) and I can’t… . (thumbs down). Then act out running and put your thumbs up and elicit the sentence I can run. Repeat with an action you can’t do.

ANSWER KEY: I can run. I can’t hop.

●

Extra time: Pupils think of something they can do and tell a friend.

Look at the pictures and ask what activities they show. Tell pupils to follow the lines to the sentences and say them aloud. Ask pupils to draw the correct activities in the two empty boxes. ANSWER KEY: 1 I can hop. 2 I can run. 3 I can dance. 4 I can jump.

Activity 1 Mia Granny Elena Bruno Mia Dexter Granny

Activity 2 1 run

Audioscript

Let’s play a game! Listen! Oh, good! I can dance! I can hop! Look! One leg! I can’t hop! I can jump. Can you jump? OK! Sit down! Look at me! I can run! Ha ha! Oh, dear! I can’t run 2 hop

3 dance

4 jump

Activity 3 Elena:

Let’s go everybody, listen to me! I can jump, I can hop, I can dance, I can run. I can run, I can dance, Oh no, I can’t stop! Now, come on everybody chant with me! Children: I can jump, I can hop, I can dance, I can run. I can run, I can dance, Oh no, I can’t stop!

Extra activity Ask fast finishers to make the sentences in Activity 4 negative.

Ending the lesson ●

Look, read and write. Pupils look at the pictures, then read the sentences and write letters corresponding to the pictures.

ANSWER KEY: 1 c, 2 d, 3 a, 4 b

4 Follow, draw and trace. Then say. ●

Trace. Then read and circle. Pupils read the speech bubbles, look at the picture, then circle and trace the correct sentence.

Build

●

3.10

Set the pupils challenges, e.g. jump 10 times, hop on each foot 5 times and ask pupils to make sentences with I can and I can’t. Ask pupils to think of one or two more challenges for a partner and practice in pairs before feeding back as a class.

Build Helper

Practice: Activity 4

Extra activity

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 5 – Communication

Pupil’s Book page 37

Objectives • Lesson aim: to talk about actions pupils can/can’t do. To practise the sounds m/n. • Speaking function: to talk about actions he/she can/can’t do • New language: I can/can’t… • Recycled language: dance, grandad, hop, jump, leg, run, Well done!

onder

ma ine g

Shine

Grow

Build

Lesson 5

umber. Say.

3.11

Listen and number.

Materials: • Audio; Scissors, colouring pencils, card; pictures of animals

1 ●

●

3.11

Listen and number.

Ask pupils to look at the pictures and tell D iagn ose a partner what/who they can see in each one. Play the audio and ask pupils to listen and write the correct number next to each action. Play the track again to check answers. ANSWER KEY: 3, 4, 2, 1

Look and play.

RECEPTIVE SKILLS TIP Remind pupils that sound effects can also help them in listening tasks. Ask pupils to look through the pictures and think what they might be able to hear in the background.

Listen and say.

My sounds

I’ve got big feet. I can hop.

hop

3.12

m I’ve got small hands. I can draw.

I can jump. I can’t hop.

My nose makes noise!

●

I can shine! 4

I can

run .

I can

jump.

I can

hop.

I can

dance.

Cut out and play! Look! I can dance.

I can describe my abilities. Communication Describing abilities; sounds m and n

●

Say some sentences beginning I can/I can’t. If you say I can (dance), pupils do the action. If you say I can’t (hop) pupils sit down. Any pupils who get it wrong must sit out the game.

sess

Look and play.

Read the speech bubbles. Then ask pupils What can you do? Let them volunteer some answers then ask them to work in pairs and tell their partner what they can and can’t do. SUPPORT To help understanding, put your thumbs up and nod your head when reading a positive sentence (I can hop) and put your thumbs down and shake your head for a negative one (I can’t hop). STRETCH More confident pupils try the sentences with other verbs they know (e.g. write, draw, cook) and react to what their partner says, e.g. Well done! Yes, you can!, etc.

3 ●

Starting the lesson: warm up

3.12

Listen and say.

Point to the picture and ask pupils what they can see. Tell pupils the letters in the circles are m and n. Make the sound m – m – m and n – n – n for pupils to repeat. Ask pupils to notice the position of your lips for each letter and to copy if they can.

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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3 ●

●

Play the audio. Ask pupils to point to the body part they hear. Play the audio again and ask pupils to say the words along with the audio. SUPPORT Look up how the mouth is positioned to make these sounds and draw a mouth on the board to show pupils where the sound comes from. STRETCH Ask pupils to think of any other words in English or L1 that use the m and n sounds.

4 Cut out and play! ●

●

Build

TEACHER TIME TO SHINE: extension activities Present results visually to extend an activity by using simple bar charts or diagrams on the board or support pupils to make their own. After Activity 4, present activities pupils can/can’t do in a bar chart. Ask pupils if any of the results are surprising or interesting.

Ending the lesson

Read the speech bubble for the pupils to repeat after you. Then ask them to look at the cut outs and say what three things and actions they can see (bird/rabbit/robot, sing/hop/dance). Ask pupils to cut out the circles. Show them how to place one on top of the other and spin the top one so they see 2 pictures. Model correct sentences for them using I can and I can’t. In pairs, ask pupils to spin and make sentences based on what the animals can/can’t do.

Display or draw pictures of the following animals on the board: kangaroo, bird, frog, cheetah, snake. Write or say the following sentences for each: I can jump, I can’t sing, I can’t jump, I can hop, I can run. Ask pupils to say yes/no for each of the sentences for each animal.

Activity Book page 26 3.13

Listen and tick (✓) or cross (✗). Pupils listen then tick or cross in the chart.

ANSWER KEY: 1 run ✓, jump ✓, hop ✓, dance ✗ 2 run ✓, jump ✓, hop ✗, dance ✓

Assess

I can shine!

●

ACHIEVE The pupil can produce three sentences using I can (dance/sing/hop).

ADJUST The pupil can produce a sentence using I can (dance/sing/hop) but with some inaccuracies or words missing. ➔ Support pupils with additional practice using flashcards and modelling sentences.

ANSWER KEY: m – mouth, mum, n – nose, nine

3.14

Listen and repeat. Trace. Then match. Pupils listen and repeat each word. They trace the letters then match the pictures with the correct sounds.

What can you do? Circle. Then tell a friend. Pupils read the sentences and circle the word for them in italics then discuss their answers with their partner.

Pupils colour the Build checkpoint pebble. EXCEED The pupil can produce three sentences using I can (dance/sing/hop) as well as additional action verbs. ➔ Encourage pupils to talk about more than 2 actions in one sentence, e.g. I can dance and sing.

●

Give pupils time to put their Build checkpoint sticker on the page. FUTURE SKILLS: collaboration and communication In pairs, ask pupils to make a new spinner. One pupil thinks of 3 actions, the other thinks of 3 animals. Provide materials for pupils to make their spinners and ask them to write the actions and draw the animals. Monitor and help with spelling where needed.

Activity 1

Boy Girl 2 Girl 2 Grandad Girl 2 3 Boy Dad Dad 4 Boy His mum

Audioscript Look! One leg! I can hop! Well done! I can dance. Dance with me, Grandad. Ha ha! I can’t dance. Yes, you can! I can’t jump! Yes, you can! … Well done! Oh, no! It’s OK. I can run, too

Activity 1 m–m–m my n–n–n nose My nose makes noise!

Phonics practice

I can shine: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 6 – Global citizenship

Pupil’s Book page 38

Materials: • Audio; Video; Flashcards Gl

I try different food!

al Citiz e ob

GSE • Productive: Writing: Can label simple pictures related to familiar topics by copying al Citiz al Citiz al Citiz al Citiz single words. e e e e ob ob ob ob • OptA Receptive: Reading: Can recognise words and simple phrases related to familiar topics if spoken slowly and clearly and Let’s be I share I celebrate all I play with toys! families! friends! supported byfriends pictures. Gl

Growth: Nurturing growth G ro w in society • Promote global citizenship by encouraging pupils’ awareness of their role in society. Use effective questioning strategies and board-based activities to instil a sense of social responsibility. • Point to the ‘Grow’ stepping stone and write We’re learning about games in different parts of the world on the board.

Objectives • Lesson aim: to learn new words connected to playing games • Cross curricular/Culture connection: Playing games around the world • Global citizenship theme: including people of different abilities, trying a new activity • Target language: clap (your hands) close/open (your eyes), touch (your feet), move your body • Recycled language: eyes, feet, hands, mouth, run; I can’t (see you)., Let’s play!

I appreciate special clothes

W Starting ma ine o n d e rthe lesson g

Build

Shine

Grow

Write the letters m and n on the board. Divide the class intoI appreciate two teams and see how many I try different food! special clothes Playing together words each team can think of beginning with Lesson 7 each letter. 1 Read and match. Well done! 1 3.15 Listen, point and say.

●

OptB

Lesson 6

Let’s be friends I share toys!

Listen, point and say.

3.15

I celebrate all families!

I play with friends

3.16

I play with friends!

Lorem ipsum

Listen and number.

to play PlayHow the audio and present the vocabulary flashcards for pupils to repeat body each word. Then 1 up close your I try different I appreciate hold each card for them to say without food! special clothes 2 touch and your ask them nose prompting to point to each action on the page. 3 clap your hands ● Ask pupils what they can see in the pictures. 4 move youral Cit C l i t a ize answers ize but encourage them to use obAllow ob in L1 eyes English.

Let’s be friends

I share toys!

clap

I celebrate all families!

I play with friends!

touch

move

3 Look and circle. Then say. Gl

Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

●

Think and share!

Which games can you play? ●

Statues

Simon says

●

3.16

OptD

al Citiz e ob

al Citi2 ze ob

al Citi Hide ob andzeseek

al itiz Clappingobgame e

OptC

●

I appreciate

specialand clothes number. Listen

Ask pupils to look again at the pictures and e! shinwords cannew words. Tell them to listen for the Ifour 3.17 and the 2 number Listen andpictures tick (✓). correctly. 3 Let’s play a game! Play the audio, pausing after each dialogue for touch your feet pupils to number the picture. Ask pupils to trace over each I cannew word. dance!

clap your hands

ANSWER KEY: close 4, clap 1, touch 3, move 2

Well done!

touch your ears

4 38

RECEPTIVE SKILLS TIP Tell pupils they are likely to hear body parts as move your nose well as actions in the audio. Before playing the I can give instructions. audio ask them to think what body parts are used in the pictures. My Everyday English Game instructions; (Move) your (body)! Well done! 39

Watch and listen.

Global Citizenship Games we play; actions

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Extra activity

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3 3

sess

Look and circle. Then say.

●

ANSWER KEY: 1 b, 2 b, 3 b, 4 a

Watch and listen.

Revise the unit vocabulary using flashcards. Play the Our Bodies video.

●

After watching, ask pupils if they can remember what activities have been mentioned in the video (answers may vary, but pupils should be able to recognise: jump, hop, run).

●

Extra activity Ask pupils to think of other games or situations in L1 where the actions from Activity 2 are used (e.g. you touch people in the game ‘tag’, after a show you clap your hands, etc.)

Background information (Culture and CLIL) Before the lesson, consider indoor and outdoor games that are popular with your pupils. Research whether these games exist in other areas and countries, what they are called and if there are any variations to the rules your pupils know. Consider what may impact the popularity of games in different cultures (weather, length of school day, safety of being outdoors, technology, etc.). If possible, find a game that is not popular or known in your country with simple rules that you could teach the pupils in your class.

Activity Book page 27 (Lessons 6 and 7)

Look, read and number. Pupils look at the pictures, read the labels and write the correct number.

ANSWER KEY: 1 clap your hands, 2 touch your nose, 3 don’t move, 4 close your eyes

Activity 1 close

Activity 2

After Activity 3 ask pupils to explain in L1 if they think people play different games in different parts of the world. Ask pupils to think why children might have similar or different games.

2 3

GROW HELPER

I try different food!

al Citiz e ob

I play with friends!

al Citiz e ob

OptB

al Citiz e ob

I celebrate all families!

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

OptA

clap

FUTURE SKILLS: critical and reflective thinking

Read Granny Belinda’s question. Ask pupils to look at the pictures in Activity 3 and say which games they can play. Then ask pupils if anyone can play these games and if it’s more fun when a lot of people play. I appreciate special clothes

Grow

Ask pupils to look at the pictures. Ask them what body parts and actions they can see. Tell them to circle the correct action for each picture. Ask them if they can tell you the incorrect action as well. When pupils have finished, ask them to say each action.

●

Boy 1 Boy 2 Boy 1 Girl 1 Girl 2 Boy 1 Boy 2 Girl 2 Boy 2 Girl 2 Boy 2 Girl 2

Audioscript touch

move

Let’s play. Clap your hands. Now, sing! Let’s play! OK, now move your body … Now stop! Stand up. Let’s play. Simon says … touch your nose. Ha ha! I can’t touch my nose. My turn! Close your eyes … Count to ten. Then open your eyes. OK. One, two, three … Run! eight, nine, ten! I can’t see you!

In L1, ask pupils what they can do if they see another child looking left out in the playground. (e.g. invite them to play their game, talk to them, change their game so more people can play).

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

al Citiz e ob

●

al Citiz e ob

Let’s be friends

Ending the lesson n

al Citiz e ob

OptD

I celebrate all families!

I share toys!

Let’s be friends

OptC

Different pupils come to the board and draw a different body part for the class to guess. The class does an action (e.g. touch their head, clap their hands, open their arms.) that’s appropriate for that body part.

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Practice: Activity 3

Grow Helper

Our World video: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

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Lesson 7 – My Everyday English

Pupil’s Book page 39

Objectives • Lesson aim: to use imperatives to explain a game • Functional language: My turn, touch your… , clap your… , close your… , move your… • Text type: a poster • Recycled language: dance, ears, eyes, feet, hands, nose

I play with friends!

ma ine g

onder

I try different food!

I appreciate special clothes

Lesson 7

umber.

Build

I play with friends!

GSE Citiz al Citiz •al Productive: Speaking: Can use language related to basic actions e e ob ob (e.g. clap, close, move, touch). Can give basic instructions. • Receptive: Reading: Can understand a few simple phrases I try different I appreciate food! special clothes related to familiar, everyday activities. n

al Citiz e ob

Shine

Grow

Materials: • Audio; Paper, colouring pencils

Starting the lesson ●

Playing together

Read and match.

Well done!

How to play close your I appreciate

touch your

clap your

hands ●

ize

I try different food!

eyes

I play with friends!

ize

●

nose

move youral Cit

al Citiz e ob

4 al Cit

body

special clothes

move

I try different food!

I play with friends!

I appreciate special clothes

I can shine!

nk and share!

Which games an you play?

3.17

Listen and tick (✓).

Let’s play a game!

I can dance!

Well done!

touch your ears

move your nose I can give instructions. My Everyday English Game instructions; (Move) your (body)! Well done!

sess

Read and match.

Ask pupils to look at the poster and read through the list of actions 1–4 as a class. Make sure to check pronunciation and intonation. Then ask pupils to match the actions to the parts of the body. Ask if they recognise the game. SUPPORT Before doing the matching activity, point to your nose and say What’s this? to help pupils review the body parts. STRETCH After the activity, ask pupils to make a new sentence, mixing verbs and body parts. ANSWER KEY: 1 close your eyes, 2 touch your nose, 3 clap your hands, 4 move your body

touch your feet

clap your hands

Give pupils the following instructions (without doing the actions) and ask them to do the actions: close your eyes, touch your nose, open your mouth, clap your hands, dance. Then do the actions yourself and ask pupils to say the instructions.

RECEPTIVE SKILLS TIP Encourage pupils to match the words they are confident with first and return to the ones they aren’t sure of at the end. They may find the task easier when they have eliminated other options.

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

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3 2 ●

sess

3.17

●

Listen and tick (✓).

Read the 4 actions out loud and ask pupils to repeat after you. Check that they are familiar with all the actions by asking pupils to do them and demonstrating if necessary. Then play the audio. Ask pupils to listen to children playing the game and tick the correct boxes for the actions they hear. In L1, ask if they remember the rules of the game Simon Says. Remind pupils they played Teacher Says earlier in the Unit and this game has the same rules – you only do the actions if you hear Simon Says first. ANSWER KEY: touch your feet, clap your hands

Give pupils time to add their Grow checkpoint sticker to the page.

Ending the lesson ●

Grow

●

Nominate different pupils to come to the front of the class and lead a round of Simon Says … .

Activity Book page 27 (See Lessons 6 and 7)

Trace and write. Then act out. Pupils trace the words and write words in the gaps. They work in pairs to tell their partner the actions, and say Well done when they do them.

Pupils colour the Grow checkpoint pebble. TEACHER TIME TO SHINE: speaking in class Ensure pupils have the necessary functional language to play the game independently, e.g. My turn! Your turn! You’re out! Sit down! Practice this language and make it more memorable by using gestures and actions, e.g. My turn! (point to yourself).

3 Let’s play a game! ●

Put pupils in pairs. Remind them of the rules of the game. They need to say their sentence e.g. (Simon says) Touch your nose and their partner has to do the action they say, provided they use Simon says… . If they don’t say Simon says… their partner shouldn’t do the action. Ensure they can also use phrases like My turn, Your turn.

Extra time: Pupils think of their own clapping game and tell a friend how to play.

Activity 2 Child 1 Child 1 Child 1 Child 2 Child 1 Child 2

Audioscript

My turn! I’m Simon now. Listen. Simon says … touch your feet. Simon says … clap your hands. … Now touch your nose. Ha ha, easy! I can touch my nose. Ha ha! No! Listen for ‘Simon says’! Oh … OK. My turn. I’m Simon now!

Assess

I can shine!

ACHIEVE The pupil can clearly give 3 instructions for actions in the game. ADJUST The pupil can give some instructions but with mistakes. ➔ Give pupils practice by modelling the sentences and asking them to repeat them.

EXCEED The pupil can accurately give 3 or more instructions in the game. ➔ Encourage pupils to use additional actions to those on the Pupil’s Book page.

I can shine: Activity 3

Activity Book: Practice

Extra activity

Ending the lesson

Learning path

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Lesson 8 – Review

Pupil’s Book page 40

Objectives • Lesson aim: to review language from the unit • Revised language: arms, ears, eyes, feet, hands, legs, mouth, nose; dance, hop, jump, run; I’ve got… , I can/can’t … .

Shine: Time to shine! Shine • Enable pupils of all abilities to showcase achievements through differentiated steps. This can be facilitated through groupwork, promoting respectful interactions such as turntaking and developing cooperative learning strategies such as Think, Pair, Share and Peer learning and support. • Point to the ‘Shine’ stepping stone and write We’re reviewing what we’ve learnt in the unit on the board.

Materials: • Colouring pencils; Flashcards

W Starting ma ine o n d e r the lesson g

ss talent show!

Let’s have a cla Step 1

●

Review

●

1 Match. Then trace.

ears mouth legs arms

eyes nose feet hands

2 Look, read and circle.

Build

Grow

Ask pupils to look back through the unit, decide which was their favourite lesson and say why (in L1 if necessary).

Step 2

S hine

Create

Display pictures of the parts of the body 5 actions 6 unitMake Read, write circle. a body poster. and theyand have learnt in the on the boardI’ve or around the classroom. Give pupils 2–3 got … minutes to look at and remember them. Remove arms nose the pictures and ask pupils to work in pairs or small groups as many as they can ears to rememberfeet in 1 minute. Ask groups for their answers and write Icorrect can … ones on the board. D

iagn ose

Step 1: Review

I’ve got pink eyes / ears. I can / can’t dance.

3 What can you do? Draw

I’ve got a big head / nose. I can / can’t hop.

●

and say.

The Review consolidates the target language of the unit from the I can shine! checkpoints and helps prepare shine!pupils for the unit projects. Time to Vocabulary from the Wonder spread is reviewed 7 Show your class through reading and what writing in Activity 1. you can do! The story ideas from the Imagine spread are reviewed in Activity Look! One 2. leg!The speaking element can 4 hop! in Activities 3 Iand consolidates the target Well done! structures and language of the Build spread.

1 Match. Then trace. ●

4 Think! Circle and challenge a friend. Touch your nose / toes / ears!

●

Unit review Unit objectives review

Ask pupils to look at the two toys. Point to the body parts and ask them to say what you are pointing to then tell them to match the words to I can show what I can do! the pictures. Check pupils’ answers then ask them to trace over each word. SUPPORT Review body parts Unit project A talent show 41 from Lesson 1 if necessary. STRETCH Ask pupils to cover the words and name some body parts in the pictures first, before they uncover the words to match them.

Starting the lesson

Learning path

Song

Review: Activity 1

Review: Activity 2

Extra activity

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3 2 Look, read and circle. ●

Ask pupils to look at the pictures then read through the sentences and circle the correct option. Read through the correct answers as a class.

●

Use this space to take notes on what your pupils might need to revisit based on their performance in the review lesson.

ANSWER KEY: I’ve got pink ears. I can dance. I’ve got a big head. I can’t hop.

Shine

●

Unit 3 review notes

Extra activity Ask pupils to think of one more thing each character has (e.g. I’ve got two eyes, a black nose, etc).

3 ●

●

sess

What can you do? Draw.

 or  and say.

Draw two smiley faces with just the eyes on the board. Jump then say I can jump. Complete a smiley face with a smiling mouth. Do the same for something you can’t do, complete the second face with a sad mouth. Ask pupils to work in pairs and show partners their smiley/sad faces and say what they can and can’t do.

4 Think! Circle and challenge a friend. ●

●

Ask pupils to read the sentence and choose and circle one body part. Ask pupils to work in pairs and challenge their partner to do their action.

Ending the lesson ●

Ask pupils to draw a monster. Tell pupils it can have as many eyes/arms/feet, etc. as they want. Ask them to describe to a partner what it looks like and what it can do, e.g. I’ve got eight eyes and six legs. I’ve got two mouths and four ears. I can jump and hop. I can’t dance.

Activity Book page 28

Draw and trace. Then colour. Pupils draw a robot using the outline provided then trace the body words and draw the correct number of body parts on the robot. Then colour the completed robot.

Match and trace. Then play with a friend. Pupils match the toys and the words. Then in pairs or a group they play a game. Review the words teddy bear, doll, robot and elephant with pupils before playing the game.

ANSWER KEY: 1 I can jump. 2 I can hop. 3 I can dance. 4 I can run. Extra time: Pupils complete the sentence. ANSWER KEY: dance, Dexter

Review: Activity 3

Review: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s have a class talent show! Objectives • Lesson aim: Lesson aim: to make a talent show poster • Revised language: dance, hop, jump, run; clap your hands, count to ten, touch your feet, touch your nose

Materials: • Paper, colouring pencils

ma ine g

onder

Step 2

Build

S hine

Starting the lesson ●

Create

5 Read, write and circle.

es nose t hands

Grow

Make a body poster.

arms

nose

ears

feet

●

I can …

ead / nose. op.

●

Time to shine! Show your class what you can do! Look! One leg! I can hop!

Well done!

I can show what I can do!

3 Unit project A talent show

Draw a body on the board then write (in the wrong order) 5 or more body parts (e.g. knee, nose, foot, mouth, eyes) and ask pupils as a class to put the parts in the correct order from top to bottom of the body.

Step 2: Create

I’ve got …

Pupil’s Book page 41

●

Show pupils what is required of them. Some pupils may need more support to keep in mind all the key elements of a successful project. Other pupils may be aware of the key elements but may require further suggestions to motivate them to improve. Above all, project work is a chance for pupils to produce the language they have been learning in class and will provide useful assessment and remediation opportunities.

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 7

Time to shine: Activity 8

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3 5 Read, tick (✓) and circle.

Activity Book page 29

●

6 Make a body poster. Give pupils time to create their poster. Tell pupils they should draw a picture showing the body parts they described in the first sentence in activity 1, and write the second sentence saying what they can do on the picture.

●

PROJECT TIP If you have the facilities, video the pupils’ performances. Re-watch the videos later in the school year and ask pupils if they have improved at their talent and what else they can now do.

Time to shine! 7 Show what you can do to the class.

I try different food!

I play with friends!

al Citiz e ob

OptB

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

●

Let’s be friends

al Citiz e ob

OptA

Read the speech bubbles. Ask pupils to describe and perform the actions they have created in their amazing body poster for the whole class. Encourage other pupils to say Well done! as they do their action Tell pupils to find the I Can Shine! sticker at the back of the book and add it to the page. Gl

●

I appreciate special clothes

Ask pupils to imagine there is someone visiting from another country and what game they would teach him/ her. Ask pupils to think how they would ask him/her to play and how they could help them enjoy the game.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

al Citiz e ob

●

al Citiz e ob

Let’s be friends

Ending the lesson n

al Citiz e ob

OptD

I celebrate all families!

Stick and put a tick (✓) or a cross (✗). Then tell a friend. Pupils stick the missing parts of the aliens on the corresponding star-patterned triangles. They then look at the action silhouette and decide if that alien can or can’t do the action by putting a tick or a cross. Encourage pupils to use TL from the whole unit to play the game.

Think and write for you. Then tell a friend and write. Pupils read the chart and complete it for themselves, then talk to a friend.

Pupils colour the corner picture. Ask pupils to look at the Progress Chart for Unit 3 and tick the things they can now do. Home-school link: Pupils make an ‘I can do it!’ poster to show their families.

Time to shine!

Assess

ACHIEVE The pupil can name their body parts I’ve got (two eyes). The pupil can say what he/she can do using I can (hop). ADJUST The pupil can name their body parts and say what they can do but with errors in the sentence. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name their body parts and say what they can do using language from previous units. The pupil can praise others using Well done! ➔ Work on pupil’s intonation and pronunciation by modeling examples.

I share toys!

Let’s be friends

OptC

Shine

Look at the symbols as a class and ask pupils to tell you what actions they show (dance, jump, run, hop). Ask pupils to look at the first sentence and choose the word(s) which can go with the pictures (feet, or possibly arms for dance). Ask pupils to tick their word for the first sentence and circle the things they can do for the second sentence.

●

Look back at the lessons in the unit. Ask pupils which lesson they enjoyed most and would like to do again. Have a vote for each lesson and write the results on the board. Ask pupils to say in L1 why they enjoyed that particular lesson.

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Let’s eat up es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 4, the pupils will:

Talk about familiar topics and express feelings using basic words and phrases

Understand overall meaning and main idea(s) from short sentences and texts on everyday topics.

Exchange information on familiar topics

Participate in social exchanges in English

Make or draw their perfect lunch plate

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Unit overview Target vocabulary Food: bananas, bread, cheese, chicken, milk, olives, strawberries, tomatoes More food: ice cream, milkshake, pizza, sandwiches Lunchtime: pasta, rice, salad, soup

Target structures I like (bananas). I don’t like (chicken). Do you like pizza ? Yes, I do. No, I don’t.

Phonics Functional language

ch (chicken, chant), h (hop, happy)

Can I have some/a … , please? Here you are.

Values Recycling and building

Zero hunger / No waste

(red) apples, (yellow) lemons

Competency focus Language stretch

Rise above prejudices and respect difference

Yum! Eww! Me too!

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can say what food or drink they would like using single words and gestures. (19)

Use basic words and phrases to talk about familiar topics and situations or express simple opinions or feelings.

Learners can recognise simple words and phrases related to familiar topics if supported by pictures. (25)

Understand overall meaning and main idea(s) of simple phrases or sentences/simple texts.

Learners can answer short, simple questions related to basic personal information, using a single word or phrase. (19)

Use simple words to take part in brief informational, instructional or transactional exchanges and/or conversations.

Learners can produce very short fixed expressions, using gestures and asking for help when necessary. (21)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

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Lesson 1 – Vocabulary

Pupil’s Book page 42 W Wonder: sparking curiosity ond er • Encourage pupils to create questions and make connections to the world around them. • Point to the ‘Wonder’ stepping stone and write We’re learning words for things we eat on the board.

Objectives • Lesson aim: to learn words for items of food. • Target language: bananas, bread, cheese, chicken, milk, olives, strawberries, tomatoes • Recycled language: one, two, three, four, five, six; red, yellow; This is for you. GSE • Receptive: Listening: Can identify everyday objects, people or animals in their surroundings or in pictures from short, basic descriptions (e.g. colour, size) if spoken slowly and clearly. • Productive: Speaking: Can say single words related to familiar topics if supported by pictures or gestures.

m a i n e warm Starting the and Gsong B u i lup W row d g r lesson: ●

Let’s eat up

Lesson 1

What can you see?

4.01

Listen and explore. 1

milk

●

bananas

Big Picture: What can you see? ●

strawberries 7

Tell me!

What’s in your fridge?

4.02

102

olives

●

Listen, point and say.

3 Stick and say. 42

tomatoes

Watch and listen.

iagn ose

Look at the opening spread. Ask pupils What can you see on the page? then WhatI do think likeyou chicken. if like they can is in the fridge? SUPPORT Ask pupils I don’t olives. see anything else in the pictures from units 1–3. 6 chicken what they can STRETCH Ask pupils to tell you I can shine! see, e.g. 6 red tomatoes. 3 And you? Choose and say. 1 4.01 Listen and explore. Bananas? Ask pupils to look at the main picture. Play the audio and tell pupils to point to each food item Yum! I like as they hear it. Ask a follow-up question e.g. bananas. What colour are the tomatoes? 8 bread

I can say what food I like.

Vocabulary Food

Song and structures I like (chicken). I don’t like (olives).

Starting the lesson

Song

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

Extra activity

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Shine

Play the Rise and Shine Welcome Song. Encourage pupils to use actions from the Welcome unit. Then practise it with the karaoke version. Lesson 2 In L1, ask what pupils ate and drank In troduc On g yesterday. Ask if they know1 any4.03English words Sing and act. for food. Pupils work in teams 4.05 to think of as 2 Listen and draw or many words as they can. Write their answers on the board in columns under F or D (food/drink). 1 2 2Draw pupils’ attention to the glowing cheese strawberry plant. Ask the following questions in L1: What colour are the strawberries? Are they healthy/good for you? 3 4 e

●

ond e

Materials: • Audio; Video; Flashcards – Food.

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4 ●

Listen, point and say.

Help pupils find the stickers in the back of their books. Point to each one, say What’s this? and elicit the words for them then ask pupils to put them in the correct place on the page. FUTURE SKILLS: enquiry and imagination Draw a plant/tree and an animal (e.g. a cow) on the board. In L1, ask pupils to think about which foods come from plants and which come from animals. Write their answers next to the correct drawing. Ask if they have ever grown their own fruit or vegetables.

4 ●

●

Watch and listen. Revise food vocabulary using flashcards. Tell pupils they are going to watch a video about food at school. Before watching, pre-teach some vocabulary, e.g. a chef, peas, seeds. Play the Eat up video. After watching, ask pupils if they can remember what fruit and vegetables were mentioned in the video (answers may vary but pupils should be able to recognise: tomatoes, strawberries, olives).

WONDER HELPER

Assess

Read Bruno’s question as a class. Spark curiosity by asking pupils to work in pairs and find out what’s in their partner’s fridge (they can think of one at home or imagine one). Ask them to include as many foods as they can. Then let pupils share their answers as a class.

Activity Book page 30

3 Stick and say. ●

TEACHER TIME TO SHINE: using flashcards Bring in realia to engage the pupils. For example, bring a lunch box and ask pupils to guess what is inside. Bring in food from the unit to show the class. In L1, ask pupils questions about the taste and why they like it. Encourage them to use English to describe colour, quantity, etc.

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each toy on the page. Ask pupils questions (in L1 if necessary) about the food, e.g. What colour is the banana? How many tomatoes are there? What food doesn’t Bruno like?

t’

Wonder

●

4.02

s Revie

Pupils find the food items in the picture and tick them off. Then they say what they are.

Trace and match. Pupils trace the words and match them to the food on the table (hands, nose, eye(s)).

ANSWER KEY: 1 tomatoes, 2 olives, 3 strawberries, 4 milk, 5 chicken, 6 cheese, 7 bread, 8 bananas Wonder Helper: Pupils match the middle picture to picture a or b and then colour the picture. ANSWER KEY: b Food

Extra time: Pupils say the toys in alphabetical order.

Activity 1 Elena Bruno Elena Bruno Elena Bruno Elena

Audioscript

Look! Bread and milk. Bread here. Milk here. Chicken and cheese. Err … chicken … and cheese. Yum! Small olives … Eww! I don’t like olives. And one, two, three, four, five, six red tomatoes. Eww! Tomatoes! Here! Yellow bananas … and yum! Red strawberries! I like strawberries! Yum!

Bruno Elena Bruno

Activity 2 Ending the lesson ●

Ask pupils to work in pairs. Pupil A chooses 3 food items to take on a picnic and Pupil B has to guess the items, e.g. You’ve got bread, milk, and bananas. Pupil A says how many are correct (without confirming which ones). Pupil B continues until he/she has guessed all the items. Then they swap roles.

milk tomatoes

cheese chicken

bananas olives

strawberries bread

Practice: Activity 3

Real-world video: Activity 4

Activity 4

Wonder Helper

Activity Book: Practice

Learning path

Ending the lesson

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Lesson 2 – Song

Pupil’s Book page 43 W Wonder: sparking curiosity ond er • Engage pupils with the Big Picture by writing categories on the board (in L1), e.g. Food we eat for breakfast, food we eat for lunch, food we eat for dinner. • Point to the ‘Wonder’ stepping stone and write We’re learning to say what food we like and dislike on the board.

Objectives • Lesson aim: to express likes/dislikes of items of food • Target language: I like (bananas). I don’t like (chicken). Yum! Eww! • Recycled language: bananas, chicken, milk, olives, strawberries, tomatoes; red, small GSE • Productive: Speaking: Can say what food or drink they would like using single words and gestures. • Receptive: Listening: Can get the gist of a simple song if supported by gestures.

nd er

ma ine g

Build

Lesson 2

1 2

cheese

4.03

Sing and act.

S On

Listen and draw

4.05

Shine

Grow

Materials: • Audio; Flashcards – Food.

Starting the lesson ●

g or

TEACHER TIME TO SHINE: songs Before playing the song, teach pupils some actions. For example, when they like something they could smile, nod their heads or rub their tummies. When they don’t like something, they could frown, shake their heads or hold their stomach.

1 ●

tomatoes

I like chicken. I don’t like olives.

chicken

●

I can shine! 3 And you? Choose and say. Bananas?

and listen.

bread

Yum! I like bananas.

I can say what food I like. Song and structures I like (chicken). I don’t like (olives).

104

Revise the food vocabulary as a class. Put the Lesson 1 flashcards around the room. Say the food words and ask pupils to point to each card as you say the word.

4.03

Sing and act.

Play the audio and let pupils listen. Ask them if they heard any words for food. Then play again and ask pupils to sing along. Confident pupils can sing along with the karaoke version (audio track 4.04). To extend the activity, ask pupils to create another verse for food they like and don’t like. Remind them to add a word to describe the food (e.g. big, yellow bananas). SUPPORT Pause after each line of the song to allow pupils to point to the items. STRETCH After playing the song ask some follow-up questions, e.g. Are the strawberries big? Are the tomatoes small? Does Bruno like olives?

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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4 2

●

Listen and draw

Ending the lesson

 or .

Draw a strawberry and a tomato on the board and elicit both words from pupils. Then draw a smiley face and an unhappy face and practice saying I like…/I don’t like… . Say I like strawberries and ask pupils to repeat. Then say I don’t like tomatoes and ask them to repeat. Build up the sentences one word at a time until pupils can produce them confidently. Tell pupils they are going to listen to Elena and Bruno say things they like or don’t like. Pupils draw a smiley face for something they like and a sad face for something they don’t like. ANSWER KEY: 1 

2 

3 

4 

●

Mime eating a type of food (e.g. peeling a banana and eating it, pouring milk and drinking it). The class has to guess the item. Nominate a pupil who guessed correctly to come to the front of the class and mime another item.

Activity Book page 31

3 And you? Choose and say. ●

Assess

ACHIEVE The pupil can say one thing they like and one they don’t like accurately and with correct intonation and additional words (e.g. yum/eww). ADJUST The pupil can say one thing they like and one they don’t like, but with some errors. ➔ Support pupils by modelling accurate answers and encouraging them to use structures with different items of food.

EXCEED The pupil can say 2–3 things they like and don’t like with correct intonation and additional words. ➔ Ask pupils to express their like and dislike of any other food items they know.

●

Listen and tick (✓) or cross (✗). Pupils listen and tick the food the boy likes and cross the food he doesn’t like.

Trace. Then read and draw  or . Pupils trace the words. They then read the sentences and draw a happy or sad face on each icon.

ANSWER KEY: 1 

2 

3 

4 

Colour the food you like in Activity 2. Write. Then tell a friend. Pupils choose a food they like and colour it, then complete the sentence and tell a friend.

Pupils colour the Wonder checkpoint pebble.

Read the speech bubbles. Ask pupils to choose one food they like and one they don’t like from the pictures. They ask and answer in pairs.

I can shine!

4.06

ANSWER KEY: 1 ✓, 2 ✓, 3 ✓, 4

Extra activity Ask pupils to work in pairs and discuss two more food items Elena/Bruno would like/dislike. Then tell them to draw one item each and present them to the class together.

Wonder

●

4.05

Extra time: Pupils write their favourite food word and tell a friend.

Activity 1 Elena

Bruno

Audioscript

I like strawberries, Small, red strawberries. I like chicken, too, Yum, yum! I like chicken, too. (Repeat chorus) I don’t like bananas, Big, yellow bananas. I don’t like milk, Eww, eww! Do you? I don’t like milk, do you? (Repeat chorus)

Activity 2 1 2 3 4

Elena Bruno Elena Bruno

I like strawberries. Yum, yum! I don’t like bananas. Eww! I like chicken. Yum! I don’t like milk. Eww!

Give pupils time to put their Wonder checkpoint sticker on the page.

I can shine: Activity 3

Activity Book: Practice 1 and 2

Ending the lesson

Learning path

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Lesson 3 – Story

Pupil’s Book page 44 Im Imagination: agine fostering imagination • Encourage pupils to be imaginative and creative. Invite pupils to act out the unit story, playing the characters or telling it with their own words and gestures. • Point to the ‘Imagine’ stepping stone and write We’re learning to understand and act out a story on the board.

Objectives • Lesson aim: to understand and act out a simple story • Recycled language: I like (ice cream). I don’t like (tomatoes). I’ve got (olives). Yum! Eww! • Receptive language: Do you like (olives)? No, I don’t. GSE • Receptive: Reading: Can understand basic information about people’s likes and dislikes, if supported by pictures. • Receptive: Listening: Can follow a simple conversation between two people and characters if supported by pictures.

onder

agine

Build

Grow

Materials: • Audio; Video; Story cards; Flashcards.

Shine

Lesson 3

RECEPTIVE SKILLS TIP Before listening to the story, ask pupils to discuss in pairs what they can see in each frame. Tell them this pre-reading discussion will help prepare them for the types of words they might hear.

1 What food can you see in the story? Tick (✓).

4.07

Listen or watch.

Towers I like tomatoes and bread.

2 Let’s imagine!

●

I can shine!

Draw food in Granny’s fridge.

3 Tick (✓) or cross (✗) for Bruno.

●

I don’t like milk.

4 Act out. I can understand a story about likes and dislikes.

Do you like juice?

Story value A story about likes and dislikes

Story language I like (bread). I don’t like (milk).

Starting the lesson: ●

Hold up a food flashcard. Mime that you like it and encourage pupils to say I like (bananas), etc. Then hold up one and mime that you don’t like it. Continue with all 8 food items from Lesson 1.

Ask pupils to read Dexter’s instruction. Ask pupils to look at Granny’s fridge in the Big Picture and imagine what food is in there. Then they draw the food items. SUPPORT Give pupils the first letter of some food items. STRETCH Ask pupils to include a number, colour or size in their answers, e.g. 8 red tomatoes. Allow pupils to name any other foods they might know in English.

1 What food can you see in the story? Tick (✓).

●

Ask pupils to look at the pictures in Activity 1. Say each food and ask them to repeat. Then tell them to quickly look through the story (Activity 2) and tick the foods in Activity 1 that they can see in the story. Ask pupils to point to the frame where they can see each item of food. ANSWER KEY: milk, juice, tomatoes

106

Play the audio and ask pupils to follow the story in their books and repeat the words together. Then play the video. Let confident pupils choose a character and play the video without sound, letting them play the characters. SUPPORT Pause the audio/video after each frame and ask questions to review, e.g. Do all the children like tomatoes? Does Dexter like milk? STRETCH Ask confident pupils to listen for I like/I don’t like and raise their hands when they hear them. IMAGINE HELPER

FUTURE SKILLS: enquiry and imagination In L1, ask pupils to think about a food they want to try. Ask them to think what it might taste like and if they have tried a similar food.

●

Listen or watch.

4.07

3 Tick (✓) or cross (✗). Say for Bruno. ●

Ask pupils to look at the characters and say which foods they like at the beginning and end of the story.

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

Imagine Helper

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4 Activity Book page 32

Assess

I can shine!

ADJUST The pupil can identify one or two of the foods each character likes if supported (e.g. by giving them first letter of each food). ➔ Help pupils by going through the story cards and building each phrase word by word.

ANSWER KEY: 1, 2

EXCEED The pupil identifies all three foods correctly for each character and can use the words milkshake/pizza. ➔ Have pupils say I like/don’t like for Bruno and Elena.

Read and find. Then colour. Pupils read what Dexter is saying and find the foods then colour the picture.

Draw. Then say. Pupils draw their favourite food from Lesson 1 and say what their favourite food is.

Pupils colour the Imagine checkpoint pebble. Extra time: Pupils rate the story and tell a friend.

Activity 2

4 Act out. ●

●

Put pupils in groups. Give each group a set of story cards. Ask them to choose a character from the story and repeat their lines as they hear them. Play the audio and pause after each frame. Encourage pupils by pointing to the characters and reading their lines for them to repeat. Give pupils time to put their Imagine checkpoint sticker on the page.

Ending the lesson ●

●

Look and find. Then tick (✓) the food you see together. Pupils look back at the story and tick the food combinations they find there. They decide whether the food goes with tomatoes.

Put the class in pairs and give them 3 minutes to name/ write the following: 2 red foods 3 foods that go on pizza 2 things that go in a strawberry milkshake 1 food that Dexter doesn’t like 1 food that Elena doesn’t like

4 5

Read out answers and ask pairs to give themselves a point for each correct answer. 7 8

Audioscript

Dexter

Thank you, Granny Belinda. I like tomatoes and bread. Granny Oh good! Granny Hello, Elena. Do you like tomatoes? Elena Yes, I do. Granny Oh good! Bruno I don’t like milk. Granny OK. Do you like juice? Bruno Yes, I do. Granny It’s tomato juice. Bruno Oh! Granny Cheese and tomato sandwiches. Elena Yum! I like cheese. Mia Tomatoes again?! Granny Chicken! Dexter … and tomatoes! Elena, Mia and Bruno Tomatoes AGAIN!! Granny Come and look. Children Wow! Granny I’ve got lots of tomatoes! Granny Do you like ice cream? Children NO! Not with tomatoes! Granny Ha ha! It’s ice cream and strawberries!

Extra activity

I can shine: Activity 3

Story extension

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

M06_RS_TB1_5935_M06.indd 107

Imagine

ACHIEVE The pupil identifies all three foods correctly for each character.

107 2/19/21 4:55 PM

Lesson 4 – Grammar and vocabulary

Pupil’s Book page 46

Objectives • Lesson aim: to learn new words for food and to ask and answer about likes/dislikes • Target language: ice cream, milkshake, pizza, sandwiches; Do you like (pizza)? Yes, I do. No, I don’t. • Recycled language: cheese, olives, pink, strawberries, tomatoes

GSE • Productive: Writing: Can understand basic information about people’s likes and dislikes, if supported by pictures. • Receptive: Listening: Can get the gist of short, simple stories, if told slowly and clearly and supported by picture or gestures.

Materials: • Audio; Flashcards.

W ma ine Starting o n d e r the lesson g I

●

Lesson 4

4.08

Listen and find.

4.09

Listen and number. Say.

milkshake

pizza

Shine

Grow

Build

Draw the Lesson 5 following on the board, or use the flashcards to show: 1 4.11 Listen and=draw or . strawberries + milk olives 1 + tomatoes + cheese 2 = 3 ANSWER KEY: milkshake, pizza

●

sandwiches

ice cream 3

4.10

●

Listen and say.

Do you like bread? Yes, I do. / No, I don’t.

C h a ntDo you like pizza? – No, I don’t.

Do you like milkshake? – Yes, I do. Do you like milkshake? Pink, pink, milkshake? Yes, I do, yes, I do, yes, I do! ●

4 Tick (✓) or cross (✗). Add one more. Then ask a friend.

You Friend

108

Ask pupils to draw each of the final food/drink products (milkshake, pizza). 3 4.12 Listen and say. 2 Look and play. Ask pupils if they know the names of the D iagn ose My sounds two products they drew. Do you like 4.08

bananas

and milk?and find. Listen

Look at the picture and explain in L1 that Yes, I do. Granny is giving the children the food on the table. Present the target language using Happy chickens hop and chant. flashcards, modelling the correct pronunciation for pupils to repeat. Then hold up the flashcards e! pupils to say without shin I can on their own for prompting. 4 Cut out and sort: or . Ask and answer. Play the audio and ask pupils to look at the picture find the foods they hear. Check Doand you like banana pizza? pupils are pointing to the correct foods then No, I don’t! ask them to trace over the words. SUPPORT Review the words pizza and strawberries before playing the audio. STRETCH After playing the audio track, ask pupils what food/drink Bruno and Elena like/dislike. I can ask and answer about food.

RECEPTIVE SKILLS TIP Communication Asking about food; sounds h and ch 47 Ask pupils what the words for the food are in their language. Explain some words sound similar in English but the pronunciation might be different.

Vocabulary and structures Food; Do you like (bread)? Yes, I do. / No, I don’t.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

Presentation: Grammar

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4 2 ●

●

Ending the lesson

Listen and number. Say.

Ask pupils to look again at the pictures in Activity 1. Tell pupils to listen for the new words and number the pictures correctly. Play the audio, pausing after each word if necessary. Point to each picture and ask pupils which number they wrote. Then ask them to repeat the word.

●

Activity Book page 33

ANSWER KEY: ice cream 1, pizza 2, sandwiches 3, milkshake 4

3 ●

●

4.10

Listen and say.

Follow and find. Trace and circle for Elena. Then say. Pupils follow the path and collect the foods. They read the questions and circle and trace the correct answers for Elena. Then they take turns to ask and answer the questions for Elena.

ANSWER KEY: 1 Yes, I do. 2 No, I don’t. 3 No, I don’t. 4 Yes, I do. Extra time: Tell pupils to think of their favourite sandwich and draw and tell a partner.

Read the sentences in the box. Say Yes, I… and encourage pupils to complete the sentence with do. Then repeat with No, I… . Go around the class asking pupils the question Do you like bread? Then ask pupils what food words they can use instead of bread.

4 Tick (✓) or cross (✗). Add one more. Then ask a friend.

●

Trace. Then look and write the letter. Pupils trace the words, then read the sentences and match them to the foods in the picture.

ANSWER KEY: 1 d, 2 a, 3 b, 4 c

Ask pupils to look at Elena the Build Helper and read the chant. Play the audio and ask pupils to read aloud. Ask pupils to make new questions and answers for the chant and have the class say them. Divide the class in two, with one half asking questions and the other answering, before swapping over. SUPPORT Help pupils build their questions by adding one word at a time (Do… , Do you… , Do you like…). STRETCH Ask pupils to create new questions by replacing the foods in the questions with other foods they know that begin with the same letter, e.g. milkshake/melon, pizza/potato.

BUILD HELPER

●

Put pupils with a new partner. Tell them to say 3 sentences about what they like/dislike. 2 sentences should be true. Their partner has to guess the false one. Demonstrate first with your own sentences in front of the class.

Ask pupils to look at the chart. Then tick for the foods they like and cross for the ones they don’t like. Ask pupils to ask and answer about what they like/don’t like in pairs using Do you like (milkshake)? Yes, I do/No, I don’t. and complete the chart for their partner

Activity 1 Granny Bruno Granny Dexter Elena Mia Bruno Mia Bruno Mia Bruno

Audioscript

Come, everyone! I’ve got pizza and milkshake. I’ve got sandwiches and ice cream. Thank you for the pizza, Granny Belinda. That’s OK. Do you like sandwiches, Elena? Yes, I do. Do you like milkshake, Bruno? Um … No, I don’t. Do you like ice cream? Yes, I do. Here! Pink ice cream! Yum! I like strawberries!

Activity 2

Extra activity

1 ice cream

2 pizza

3 sandwiches

4 milkshake

Activity 3 Elena Mia Elena Mia Elena Mia Elena

Let’s go everybody, listen to me! Do you like pizza? No, I don’t. Do you like milkshake? Yes, I do. Do you like milkshake? Pink, pink, milkshake? Yes, I do, yes, I do, yes, I do! Now, come on everybody chant with me!

Build Helper

Practice: Activity 4

Extra activity

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Build

●

4.09

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Lesson 5 – Communication

Pupil’s Book page 47

Objectives • Lesson aim: to form questions and short answers about likes/ dislikes. To practise the sounds h/ch • Speaking function: to ask and answer questions about likes/ dislikes • New language: Do you like (bananas)? Yes, I do. No, I don’t. • Recycled language: bananas, chicken, ice cream, milkshake, strawberries, tomatoes; Yum! Eww!

GSE • Productive: Speaking: Can use a few simple words to describe objects (e.g. colour, number), if supported by pictures. • Receptive: Listening: Can follow a simple conversation between two people or characters, if supported by pictures.

ma ine g

onder

Shine

Grow

Build

Lesson 5

umber. Say.

Listen and draw

4.11

Materials: • Audio; Scissors, pencils, glue.

Starting the lesson ●

Ask pupils what they think the most popular food item was from Lessons 1–4. Write down their guesses. Then read out items from Lessons 1–4. If pupils like it, they should stand up. If they don’t like it, they should sit down. See if their guess was correct.

1 2

Look and play.

4.12

●

Listen and say.

My sounds

Do you like bananas and milk?

●

Yes, I do.

ad? don’t.

Happy chickens hop and chant.

I can shine! 4

Cut out and sort:

. Ask and answer.

No, I don’t!

 or .

Ask pupils to look at the pictures and say which two foods they can see in each picture. Ask them if they think the foods would taste nice together. Then play the audio and ask pupils to draw a sad face or smiley face. Check pupils’ answer then ask them to say I like/I don’t like for each of the pictures. SUPPORT Before listening, ask pupils what the first letter is for each food. This will help them to know what to listen for. STRETCH Play the audio again but pause and ask pupils to tell you what word/words come next.

RECEPTIVE SKILLS TIP Help with Activity 2 by asking what words we use for liking/disliking food (i.e. yum/eww) and how our voices sound different when we talk about something we like/don’t like.

I can ask and answer about food. Communication Asking about food; sounds h and ch

2 ●

110

Listen and draw

ANSWER KEY: 1 , 2 , 3 

Do you like banana pizza?

nd.

4.11

sess

Look and play.

Read the example question aloud and practise building it word by word: Do… , Do you… , Do you like… .

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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4 ●

●

3 ●

●

4.12

My sounds

Listen and say.

FUTURE SKILLS: collaboration and communication Ask pupils to work in pairs and create a happy and sad face for foods they agree they like/dislike. Ask them if they think they have similar or different tastes in food.

Ending the lesson ●

Point to a chicken in the picture and say What’s this? Answer, Yes, it’s a ch – ch – chicken. It’s h – h – happy. Play the audio. Ask pupils to say ch – ch – chicken and h – h – happy. Then play the audio again and have them say the words along with the audio. Ask pupils what other words they know beginning with these sounds. SUPPORT Look up how the mouth is positioned to make these sounds and draw a mouth on the board to show pupils where the sound comes from in the mouth. STRETCH Ask pupils to think of any other words they may know beginning with ‘h’ and ‘ch’ (e.g. happy, cheese).

In pairs, ask pupils to look back at the story on pages 12–13 and take turns to describe a toy they can see using It’s… for their partner to guess which one they are describing.

Activity Book page 34

●

Cut out the happy and sad faces and the items of food. Hold up a happy face and a pizza and say Do you like pizza? Yes, I do. Then demonstrate putting the pizza on the happy face. Repeat for another food item with the sad face. Read through the speech bubbles. Ask pupils to work in pairs to ask and answer and sort their food items.

ACHIEVE The pupil can form questions and affirmative and negative answers about 4 items of food. ADJUST The pupil can form the question and answer Yes/No if clearly modelled. ➔ Repeat Activity 3 with further examples and encourage pupils to give full short answers. EXCEED The pupil can form questions and affirmative and negative answers about 4+ items of food. The pupil can include additional responses such as Me too! ➔ Encourage pupils to ask about other food items they may know in English.

●

Give pupils time to put their Build checkpoint sticker on the page.

Listen and tick(✓) or cross (✗). Pupils listen and tick or cross what the girl likes/doesn’t like.

4.14

Listen and repeat. Trace. Then colour the ‘ch’ words blue and the ‘h’ words red. Pupils listen and repeat the words then colour the words that begin with the ‘ch’ sound blue and the words that begin with the ‘h’ sound red.

ANSWER KEY: Blue: cheese, chicken; Red: happy, hot

Assess

I can shine!

4.13

ANSWER KEY: 1 ✓, 2 ✓, 3, 4 ✗, 5 ✓, 6 ✗

4 Cut out and sort:  or . Ask and answer. ●

Circle the food you like. Ask and answer. Then draw for a friend. Pupils circle and draw the food they like. Then they ask and answer with a partner and draw their partner’s choice.

Pupils colour the Build checkpoint pebble.

Activity 1 1

Girl Boy Girl 2 Boy Girl 3 Girl Boy

Audioscript

Do you like bananas and milk? Yes, I do. It’s a milkshake! Yum! Me too! Err … Do you like chicken and strawberries? No, I don’t. Eww! Do you like ice cream and tomatoes? Tomato ice cream? No, I don’t. Eww!

Activity 3. Listen and say. h–h–h happy ch – ch – ch chickens Happy chickens hop and chant!

Phonics practice

I can shine: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Build

●

Write the question on the board. Ask pupils what words they could use instead of bananas and milk. Write suggestions on the board and practise. Ask a pupil to ask you a question. Respond affirmatively Yes, I do. Yum! Then have another pupil ask a question and respond No, I don’t. Eww! Ask pupils to ask and answer in pairs.

111 2/19/21 4:55 PM

Lesson 6 – Global citizenship

Pupil’s Book page 48

Objectives • Lesson aim: to learn new words for food and to think about food in different countries • Cross curricular/Culture connection: lunch around the world • Global citizenship theme: not wasting food • Target language: pasta, rice, salad, soup • Recycled language: cheese, fish, green, strawberries, tomatoes; Yum! I like … . Do you like … ? No, I don’t. Me too.

I share toys!

I celebrate all families!

I play with friends!

Let’s be friends

a ob

itiz e

Materials: • Audio; Video; Colouring pencils. I try different I appreciate food!

OptA

itiz e

a ob

GSE • Productive: Writing: Can trace individual letters. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by al Citiz al Citiz al Citiz al Citiz pictures or gestures. e e e e ob ob ob ob

Growth: Nurturing growth G ro w in society • Promote good global citizenship by asking Why should we try to finish our meals? Ask pupils why they think it’s not good to waste food and if they have any ideas to limit waste (e.g. only take what food we need, use the food we don’t eat for another meal, etc.). • Point to the ‘Grow’ stepping stone and write We’re learning about what people in other countries have for their lunch on the board. lC lC Gl

special clothes

W ma ine Starting o n d e r the lesson g

In L1, ask pupils if they have ever eaten a food from country. Write some different I try different another I appreciate food! special clothes countries Lesson 7 on the board (e.g. America, Italy) It’s lunchtime! and ask if pupils know any foods from them 1 Read, find and number. (hamburger, pizza). In English ask Do you like (it)?

Listen, point and say.

4.15

I celebrate all families!

I like different foods

I play with friends!

Lorem ipsum

Listen and number. Say.

4.16

4.15

OptC

I celebrate all families!

I play with friends!

Think and share!

Do we like the same food?

●

I appreciate

iagn ose

4.16

I try different food!

●

3 Circle the odd one out.

pasta

I share toys!

Let’s be friends

●

al Citiz e ob

Listen, point and say.

special clothes 1audio rice and and ask5pupils pizza to point Play the 6 milkshake 2 the souppage. to each food on 3 pasta 7 ice cream ● Ask pupils in L1 if they’ve ever tried any of the 4 salad 8 sandwiches food in the pictures. Ask them to guess which al Citiz al Citiz b b e e o countries theo pictures show. I try different food!

al Citiz e ob

soup

OptD

I play with friends!

salad

al Citiz e ob

I celebrate all families!

I share toys!

rice

Let’s be friends

Let’s be friends I share toys!

Lesson 6

112

Shine

Grow

●

OptB

Build

Listen and number. Say. I appreciate special clothes

Play theListen audio,and pausing 2 4.17 3 description. tick (✓).after each And you? Circle the food you like. Pupils listen and point to the correct food. Tell 1 pupils to listen for the new words and e! I can shin number the pictures in the order they hear them. Play the audio, pausing if 4 necessary, Let’s order to some food! give pupils time to write the number. Can I have a Play the audio again, pausing for pupils toplease? pizza, repeat the sentences. Here you

ANSWER KEY: rice 3, salad 2, soup 1, pastaare. 4

SUPPORT Play the audio again, pausing after each sentence for pupils to repeat the food words. I can ask for food which STRETCH Ask pupils if they can remember from a menu. foods the children liked.

Watch and listen.

Global Citizenship Food we like

My Everyday English It’s lunchtime! Can I have a (pizza), please? Here you are.

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Extra activity

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4 3 Circle the odd one out.

Ending the lesson

●

ANSWER KEY: 1 strawberries, 2 rice, 3 ice cream, 4 milkshake

Extra activity Ask pupils to create their own ‘odd one out’ row, drawing four pictures of food. Then they swap with a partner for them to identify the odd one out.

FUTURE SKILLS: critical and reflective thinking Ask pupils to think about lunches in different parts of the world and what might be different from their normal lunch (e.g. size of meal, hot/cold food, spicy/not spicy, using cutlery/chopsticks, etc.). Which country’s food would they like to try?

After watching, ask pupils if they can remember what dishes/meals were mentioned in the video (answers may vary but pupils should be able to recognise: pizza, ice cream, milkshake, soup, salad).

●

Read out different combinations of food. Pupils say yum or eww, depending on whether they think it would taste nice or not, e.g. banana soup, tomato ice cream, banana milkshake, tomato soup, etc.

Background information (Culture and CLIL) Bring in or display pictures of dishes from different countries and note down the ingredients. Ask pupils if they can identify the country or any of the ingredients they can see (in L1 or English). Before the lesson, research the most popular dish in your own country. Ask pupils to guess what it is and whether it is eaten in other places around the world.

Activity Book page 35 (Lessons 6 and 7)

Circle four diﬀerences. Then say. Pupils find and circle four differences between the two lunches.

ANSWER KEY: pasta/rice, soup/salad, strawberries/ tomatoes, milk/milkshake

Activity 1 rice

salad

Audioscript soup

pasta

Activity 2

Watch and listen.

Revise the unit vocabulary using flashcards. Play the Eat up video.

●

Grow

Look at the pictures. Read out the name of each food and ask pupils to raise their hands if they have eaten it that week. Then ask pupils to circle the ingredient in each list which is the odd one out and doesn’t go with that dish, e.g. soup = chicken soup (yes!), tomato soup (yes!), strawberry soup (no!) SUPPORT Do the first task as a class or with less confident pupils. STRETCH Ask pupils to explain why they chose each picture.

●

1 Boy 1

2 Girl 2 3 Girl 1 4 Boy 2

I’ve got soup. It’s green. Do you like soup? I’ve got tomatoes, fish and salad. I like salad! I’ve got fish, too. I’ve got rice. I like rice! I’ve got pasta and cheese. I like pasta!

GROW HELPER

I try different food!

I play with friends!

al Citiz e ob

OptB

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

OptA

al Citiz e ob

Read Granny Belinda’s question and ask if pupils think it’s good to like different things. Remind them it’s important to respect other people’s likes and dislikes. I appreciate special clothes

Ask pupils why it’s good to try new foods. What food have they tried recently? Is there any food they didn’t like but they like now?

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

OptC

al Citiz e ob

I appreciate special clothes

I try different food!

I play with friends!

I celebrate all families!

I share toys!

Let’s be friends

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Practice: Activity 3

Grow Helper

Our World video: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

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Lesson 7 – My Everyday English

Pupil’s Book page 49

Objectives • Lesson aim: to learn how to order food and drink in a cafe • Functional language: Can I have some/a… ? Here you are. Thank you. • Text type: menu. • Recycled language: ice cream, milkshake, pasta, pizza, rice, salad, soup

I play with friends!

ma ine g

onder

Build

I play with friends!

GSE •al CProductive: Speaking: Can respond to offers or suggestions, itiz al Citiz e e ob ob using fixed expressions. • Receptive: Reading: Can understand some simple, everyday I try different I appreciate food! special clothes signs. n

al Citiz e ob

Growth: Nurturing growth G ro w in society • Encourage a sense of social responsibility by asking about how to behave in public places and ways to be polite in cafés (e.g. using please and thank you, not shouting and running, not making a mess, etc.). • Point to the ‘Grow’ stepping stone and write We’re learning to order some food on the board.

I try different food!

I appreciate special clothes

Lesson 7

Shine

Grow

Materials: • Audio; Flashcards – Food.

Starting the lesson ●

It’s lunchtime!

1 Read, find and number.

number. Say.

1 Read, find and number. ●

I try different food!

al Citiz e ob

I try different food!

nk and share!

we like the ame food?

5 6 7 8

al Citiz e ob

1 2 3 4

pizza milkshake ice cream sandwiches

●

I play with friends!

rice soup pasta salad

I appreciate special clothes

al Citiz e ob

I play with friends!

I appreciate special clothes

4.17

Mime going into a café, sitting down and ordering. Then mime eating a bowl of soup. Ask pupils in L1 or English, Where am I? What did I eat?

3 And you? Circle the food

Listen and tick (✓).

you like.

ANSWER KEY: (clockwise, from top left) sandwiches 8, pasta 3, ice cream 7, rice 1, soup 2, salad 4, pizza 5, milkshake 6

I can shine! 4 Let’s order some food! Can I have a pizza, please?

RECEPTIVE SKILLS TIP Prepare pupils for the listening activity by thinking of the main words for each picture (pasta, rice, salad, soup). Remind them they will hear lots of other words, but not to be distracted.

Here you are.

Ask pupils to look at the foods on the menu and read them as a class. Then ask them to read the words and write the correct number next to each food picture. Check the answers as a class, asking pupils to say the words to check their pronunciation. SUPPORT Revise the words for food. STRETCH Ask pupils if they know any kinds of each food (e.g. chicken soup, chocolate ice cream, banana milkshake).

I can ask for food from a menu. My Everyday English It’s lunchtime! Can I have a (pizza), please? Here you are.

114

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

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4 2 ●

●

Listen and tick (✓).

I can shine!

Ask pupils to look at the pictures and tell you which two foods they can see next to each child. Play the audio. Pupils listen and tick the food each child orders. Listen again and check pupils’ answers. SUPPORT Before listening, say both foods for each photo and ask pupils to repeat again. STRETCH After listening, say some of the sentences from the audio but replace a word with mm, e.g. Can I mm some pasta, please? Ask pupils if they can remember what the word is.

ACHIEVE The pupil can clearly order an item of food from a menu and be understood. ADJUST The pupil can order an item of food but with errors in the sentence. ➔ Play the audio from Activity 2 again, asking pupils to repeat each sentence.

ANSWER KEY: 1 pasta, 2 salad

EXCEED The pupil can order items of food from a menu, using please, thank you and the correct article. ➔ Work on pupil’s intonation in questions by modelling examples.

3 And you? Circle the food you like. ●

●

Ask pupils to look back at the menu in Activity 1 and choose and circle what they would like to eat. Then tell a partner which food(s) they like. Nominate pupils to say what they chose. Ask the class if anyone chose the same thing(s). ●

TEACHER TIME TO SHINE: speaking in class Basic props can help pupils use the functional language in real-world situations. Before Activity 4, rearrange the classroom furniture into a café/restaurant set-up and give pupils pretend menus. If pupils are playing the waiter/waitress role, give them a notebook and pencil as a prop and encourage them to write the order if they can.

4 Let’s order some food! ●

●

Look at the photo and read the speech bubble. Ask What is the girl ordering? (pizza). Practise the phrases Can I have some… ? Can I have a/ an… ? and Here you are. Let pupils repeat then practise their own dialogue in pairs with one customer and one waiter/waitress. Ask pairs to perform their dialogue for the class.

Assess

Grow

●

4.17

Give pupils time to add their Grow checkpoint sticker to the page.

Ending the lesson ●

Put pupils in small groups and give each group a piece of paper. Ask them to draw/write a menu with four food items on it. Then have each group present their menu to the class and ask the other groups to order two items from the other groups’ menus.

Activity Book page 35 (See Lessons 6 and 7)

Read and choose three foods. Write. Then act out. Pupils read and choose three foods they’d like from the menu and write them on the menu.

Pupils colour the Grow checkpoint pebble. Extra time: Pupils guess their partner’s favourite foods.

Activity 2 1

Boy Girl Boy Girl Boy Girl Adult Girl

Audioscript

Can I have some pasta, please? Here you are. Thank you. Can I have some salad, please? Do you like tomatoes? Yes, I do. OK. Here you are. Thank you.

I can shine: Activity 3

Activity Book: Practice

Extra activity

Ending the lesson

Learning path

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Lesson 8 – Review

Pupil’s Book page 50

Objectives • Lesson aim: to review the language from Unit 4 • Revised language: bananas, bread, cheese, chicken, ice cream, milk, olives, sandwiches, soup, strawberries, tomatoes; I like… , I don’t like… , Do you like … ? Yes, I do. Me too!

Materials: • Pictures of food from unit.

W Starting the lesson ma ine onder g

nch! s make a class lu

Let’

Step 1

●

Review

1 Number and trace.

2 Circle the food you like.

8 7

3 Ask and answer. 4 Think! Tick (✓) your favourite lunch.

strawberries milk tomatoes bread bananas cheese chicken olives

Grow

Ask pupils to look back through the unit, decide which was their favourite lesson and say why (in L1 ifSt necessary). ep 2 Create

●

Ask your friend.

●

Display pictures of food from the unit D iagn ose 5 Think about your project. 6 Make or draw around the classroom. Draw and write.Give pupils 2–3 minutes your lunch plate. to look at and remember the food. Remove the pictures and ask pupils to work in pairs or small groups to remember as many as they can in 1 I like ... minute.

The Review consolidates the target language of the unit from the I can shine! checkpoints and helps prepare pupils for the unit projects. Vocabulary from the Wonder spread is reviewed My favourite food through reading and writing in Activity 1. Do you like 7 story strawberries? Ask aideas friend.from the Imagine The spread are reviewed in Activity 2. The speaking element in Activity 3 consolidates the target structures and Time to shine! language of the Build spread. 8 Share lunch plate with the class. and your trace. 1 Number Ask pupils to I’velook got in the fridge and find and Can I have strawberries. strawberries, number the food items in the list. please? In pairs, ask pupils to say if they like or dislike a food and if they have similar tastes to their Try different food! partner. Ask pupils to trace the words.

I can share lunch with my class!

116

Unit review Unit objectives review

Unit project A class lunch

Starting the lesson

Learning path

Song

Review: Activity 1

Review: Activity 2

Extra activity

M06_RS_TB1_5935_M06.indd 116

S hine

Step 1: Review

Do you like milkshakes?

Can I have soup, please?

Build

2/19/21 4:56 PM

4 2 Circle the food you like. ●

Unit 4 review notes ●

Use this space to take notes on what your pupils might need to revisit based on their performance in the review lesson.

3 Ask and answer. ● ●

Shine

Ask pupils to circle the foods in the fridge they like. SUPPORT Look back at the story in Lesson 3 to remind pupils what goes in each. STRETCH Ask pupils if they know any other food in English that could go on pizzas or in milkshakes. Read the sentences in the speech bubble. Ask pupils to work in pairs and ask and answer questions about food. Ask them to find three foods they both like. They can use the picture in Activity 1 to help.

4 Think! Tick (✓) your favourite lunch. Ask your friend. ●

●

Ask pupils to look at the items in the lunch box and choose the ones they like. Tell pupils to ask questions about likes and dislikes in pairs. Remind them of the phrase Me, too! to show they agree. In L1, ask pupils if their lunch is healthy. Ask them what other food they would add if they could have 5 or 6 items.

Ending the lesson ●

Put the class into 3 or 4 teams. Choose a page in the unit. Teams must write down all the food items they can see, including colour and amount. Set a time limit. When time is up, teams read their answers. Award one point for each correct answer.

Activity Book page 36

Read and draw. Pupils read the words and draw the food items each child likes in their basket.

ANSWER KEY: Girl’s basket – cheese, strawberries, bread, olives; Boy’s basket – milk, chicken, bananas, tomatoes

Trace and match to make your own food. Then ask and answer. Pupils match the combination of food items and draw lines between the combinations. They ask their partner if they like the combinations, then swap roles.

Extra time: Pupils complete the sentence. ANSWER KEY: ice cream

Review: Activity 3

Review: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s make a class lunch!

Pupil’s Book page 51

Objectives • Lesson aim: to create the perfect lunch • Revised language: Do you like (soup)? Yes, I like (soup, pasta and milkshake), I’ve got (strawberries). Can I have some (strawberries), please? Here you are. Yum! Thank you!

Shine: Time to shine! Shine • Allow pupils of all abilities to demonstrate progress by modifying lesson objectives, adapting pair or groupwork or being creative with learning goals. • Point to the ‘Shine’ stepping stone and write We’re learning words to make and present a perfect lunch on the board.

Materials: • Colouring pencils, paper plates, pictures of food, scissors, glue.

ma ine g

onder

Step 2 5

Build

Grow

S hine

Starting the lesson ●

Create

Think about your project. Draw and write.

Make or draw your lunch plate.

Step 2: Create ●

berries

I like ...

oes

nas e n

●

My favourite food

7 Ask a friend.

Do you like strawberries?

Time to shine! 8

Can I have strawberries, please?

ve se?

●

Try different food! I can share lunch with my class!

Unit project A class lunch

118

Share your lunch plate with the class. I’ve got strawberries.

Ask pupils to tell a partner what they had for lunch today/yesterday. Ask them to use English when they know the words.

Choose or draw the food you want to use. Fill the plate. Use lots of colour. Ask and answer questions with the rest of the class.

Show pupils what is required of them. Some pupils may need more support to keep in mind all the key elements of a successful project. Other pupils may be aware of the key elements but may require further suggestions to motivate them to improve. Above all, project work is a chance for pupils to produce the language they have been learning in class and will provide useful assessment and remediation opportunities.

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 7

Time to shine: Activity 8

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4 5 Think about your project. Draw and write.

Activity Book page 37

Stick, draw and colour. Then play the game. Pupils use a coin to play the game. They move 1 space for heads, 2 spaces for tails. They start at the left side of board and follow the adjoining triangles, then move down onto the second row and finish in the appropriate triangle. They stick the pictures of cheese, bananas, olives and tomatoes on the corresponding starpatterned triangles. They colour the 3 black outline pictures and draw a food item of their choice in the empty grey triangle. Pupils toss the coin, land on a triangle and use TL according to what’s on the triangle. They then swap game grids and play on their partner’s grid, which will be slightly different. Encourage pupils to use TL from the whole unit to play the game.

Read. Then think and write. Pupils complete the chart for themselves and talk to a partner.

Make or draw your lunch plate.

Ask pupils to draw a circle to represent a plate or bring in paper plates for pupils to use. Then ask them to draw or cut out pictures to show foods they would like to eat. They stick the pictures of food onto the plate.

●

7 Ask a friend. Read through the speech bubbles. Ask pupils to work in pairs and ask and answer about the pictures.

● ●

PROJECT TIP Extend the activity by asking pupils further questions in L1, e.g. Does anybody have the same/similar plate as yours? Which food on your plate have you eaten today/ this week? If you could choose one extra item, what would you choose?

8 Share your lunch plate with the class.

I try different food!

I appreciate special clothes

Ask pupils to say 1 or 2 new food items or dishes they are going to try this month. Write their ideas down and follow up in future lessons, asking if pupils have tried a new food and whether they liked it or not.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

Let’s be friends

I share toys!

al Citiz e ob

Let’s be friends

Ending the lesson

al Citiz e ob

●

al Citiz e ob

OptD

I celebrate all families!

OptC

Write 9 words from the unit on the board. Ask pupils to write down 4 of the words. Read out 4 words from the list on the board. If pupils have them written down, they tick them off. The first pupil to tick off all their words comes to the front of the class and starts a new list.

I share toys!

I celebrate all families!

I play with friends!

I try different food!

Assess

ACHIEVE The pupil can name food items using I like/don’t like… . The pupil can ask and answer about food using Do you like… ? Yes, I do./No, I don’t.

al Citiz e ob

I play with friends!

Time to shine!

OptB

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

● obal Citize

OptA

al Citiz e ob

Read the example speech bubble. Tell pupils they are going to take it in turns to tell the class what food they have on their plates. In groups, they should each choose one food from their plate. Other pupils ask if they can share. Ask pupils if they enjoy trying and sharing different food. Tell them to find the I can shine! sticker at the back of the book and add it to the page. Gl

●

Pupils colour the corner picture. Ask pupils to look at the Progress Chart for Unit 4 and tick the things they can now do. Home-school link: Pupils make a picnic basket to show their family.

Time to shine!

●

I appreciate special clothes

ADJUST The pupil can name, ask and answer about food but with errors in the sentence. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name, ask and answer about food using language from previous units. The pupil can politely ask for food using Can I have… , please? ➔ Work on pupil’s intonation and pronunciation by modeling examples.

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Shine

Ask pupils to think about their favourite foods and to draw and write the words for them.

●

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Review 2 – All about me

Pupil’s Book page 52

Objectives • Lesson aim: to review language from Units 3 and 4

2 All about me

Review

GSE • Productive: Speaking: Can ask someone about their likes and dislikes in a basic way. • Receptive: Writing: Can label simple pictures related to familiar topics by copying single words.

4.18

Listen and find the food.

All

M 4

Materials: • Card, paper, scissors, colouring pencils; Flashcards Do you like bananas?

Starting the lesson ●

Give each pupil a piece of paper and tell them you are going to describe a robot and they all have to draw it. Give instructions such as I’ve got two big feet, I’ve got six small eyes, etc. After you’ve described it, ask them to show a partner their drawing to see how similar they are.

1 ●

●

● ●

4.18

●

● ●

Before playing the audio, ask pupils to guess which food items are under the cloths. Don’t confirm answers at this stage. Tell pupils Mia has set up a game. Ask pupils to guess how to play it. (They have to smell/taste the food with their eyes closed, then guess what it is.) Play the audio and ask pupils to say what the hidden food is. Tell pupils (in L1) Mia is using up food instead of throwing it away. Ask them what else she could make with the food items (e.g. the bananas could go in a milkshake, the tomatoes could go in a salad or on a pizza). SUPPORT Before the activity, review words for food using flashcards. STRETCH Ask pupils to listen to see if each character likes the food he/she is given. Read the speech bubbles and ask pupils to repeat both the question and answer. In pairs, have pupils ask and answer about the food they like, using the pictures in Activity 1 or other words they know. Have a class vote on the most popular food by having pupils raise their hand for each food item they like. Check pupils know the words in each picture. Ask pupils to do the actions in column 2. Read the examples and ask pupils to match columns 2 and 3 then build sentences. Nominate pupils to read out their sentences. Ask pupils to tell a partner which things they can and can’t do in column 3.

I’ve got…

●

Ask pupils to draw and colour a picture of themselves in the frame.

120

Yes, I do!

I can… I can’t…

Review 2 Units 3 and 4

Ask pupils to think of one food they like and one they don’t like and to draw the foods in their pictures. Then they complete the sentences, writing the words for the foods they chose and describing themselves. Have pupils present their All about me card to a partner or to the class.

5 Read and complete. ●

●

Ask pupils to think about the statements and write numbers in the boxes. If pupils are unsure about the first 2 statements, remind them of the words they know and count them together. For the second 2 statements, pupils can look back through Units 3 and 4 to find their favourite story and song. If there is time, you could ask pupils to vote for their favourite song. The song with the most votes wins, and pupils can sing it again.

Time to shine! 6 Read and tick (✓). ●

4 Draw or make an All about me card. ●

Match and say.

3 Match and say. ●

Look and point. Then ask and answer.

Listen and find the food.

2 Look and point. Then ask and answer. ●

Read through the I can… statements with the class. Ask pupils to tick the ones they think they have achieved. If pupils are unsure, remind them of the words they know about each topic so they feel confident in ticking the statement.

Starting the lesson

Activity 1

Activity 2

Activity 3

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Review Time to shine!

Mini-project 4

Look and tick for you. Then act out. Ask pupils to choose and tick two items from the menu. In pairs, pupils take turns pretending to order food.

Trace. Then look and match. Ask pupils to trace over the words in the fact files. They then match each fact file to one of the animals.

Read and tick (✓).

Draw or make an All about me card.

ANSWER KEY: 1 cat, 2 bird

u abo t m

All

I’ve got

. I like . I don’t like .

Think about my progress

1 I can read body and food words.

5 Read and complete. I know

body words.

I know

food words.

3 I can play games with my friends.

2 I can say what food I like.

Time to shine!

4 I can ask for food from a menu.

My favourite story is in Unit

Think of a pet for you. What can your pet do? Draw and write. Ask pupils to think about a pet they (would like to) have. Pupils draw something their pet can do and complete the sentences. Ask pupils to read out theirs sentences to a friend without showing the picture. Their friend draws the animal, then they compare pictures.

Read and colour. Read the statements together. Give pupils some time to reflect on their learning experience. Ask them to colour the statements they feel they have achieved. This is a good opportunity to ask pupils about any problems or doubts they might have or if they would like you to explain any target language again.

My favourite song is in Unit

. Review 2

Audioscript

Ending the lesson ●

Ask pupils to think of their 5 favourite foods. Then they ask their partner, Do you like… ? Their partner answers Yes, I do/No I don’t. Ask pupils to find out how many favourite foods they have in common with their partners.

Activity Book pages 38–39

Listen and follow. Then tick. Ask pupils to name the food items in the maze. Play the audio. Ask pupils to follow the way through the maze and number two of the characters.

ANSWER KEY: 1 granny, 2 Elena’s mum

Trace. Then look at Activity 1 and match. Pupils trace over the food words, read and follow their way through the maze in Activity 1. They match speech bubbles to the correct character.

Mia Dexter Mia Dexter Bruno Mia Bruno Mia Elena Mia Elena Mia Elena Bruno Mia Bruno

Activity 1

Let’s play a game. Close your eyes. What’s this? Mm … Bananas! Open your eyes! That’s right! Well done, Dexter. Yum! I like bananas. My turn. OK, Bruno. Close your eyes. What’s this? Eww! I don’t like tomatoes! Ha ha! My turn. Close your eyes, Elena. Listen. I’ve got two eyes, two big ears, a nose and a big mouth. Er … I don’t know. Open your eyes. Oh! It’s a teddy bear. And it’s ice cream. Yum! I like ice cream. Can I have some ice cream, please? Here you are. Thank you.

ANSWER KEY: 1 Bruno, 2 Dexter’s dad

Ask and answer. Arrange pair work. Pupils ask each other questions about food items from the maze.

Activity 4

Activity 5

Activity 6

Ending the lesson

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s u d n u o r a e r u Nat es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 5, the pupils will:

Name or describe people or common objects or express basic opinions in a few words

Identify and understand simple phrases and details within short texts

Exchange information on familiar topics

Participate in social exchanges in English

Draw or make a park collage

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Unit overview Target vocabulary Garden/pond animals: duck, fox, frog, lizard, mouse, owl, rabbit, turtle Minibeasts: ant, bee, butterfly, ladybird In the garden: flowers, grass, pond, tree

Target structures I can see a… , I can see (two) (frogs). Is it a… ? Yes, it is. No, it isn’t.

Phonics Functional language

s (seven, smile), f (flower, frog)

Let’s find (a butterfly)! Yes, great idea!

Values Recycling and building

Respect animals/Connect with nature

I’ve got (four legs). I can (jump). It’s a (frog).

Competency focus Language stretch

Develop awareness of nature in local environment

Look! Look at the (pond)!

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can produce very short fixed expressions, using gestures and asking for help when necessary. (21)

Use a few single words to name or describe familiar people or objects or express basic opinions.

Learners can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures. (19)

Recognise numbers and familiar words within simple sentences and texts.

Learners can ask about the identity of an object using a basic phrase (e.g. ‘What is it?’). (21)

Use simple words to take part in brief informational, instructional or transactional exchanges and/or conversations.

Learners can get someone’s attention using a fixed expression. (23)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

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Lesson 1 – Vocabulary

Pupil’s Book page 54 W Wonder: sparking curiosity ond er • Encourage pupils to create questions and make connections to the world around them. • Point to the ‘Wonder’ stepping stone and write We’re learning words for animals on the board.

Objectives • Lesson aim: to learn vocabulary connected to animals • Target language: duck, fox, frog, lizard, mouse, owl, rabbit, turtle • Recycled language: I’ve got (four legs). I can (jump). It’s a (frog). GSE • Productive: Speaking: Can name everyday objects in their surroundings or in pictures, if guided by questions or prompts. • Receptive: Listening: Can recognise basic time words (e.g. days, months) in simple phrases or sentences.

ma ine Starting the W g r lesson

Nature around us

●

Lesson 1

Build

Shine

Grow

Play the Rise and Shine Welcome Song. Encourage pupils to use actions from the Welcome unit. Then practise with the karaoke version. Lesson 2

Sketch some animals from the lesson on In troduc On g 1 5.03 Sing and act. the board. Ask pupils to describe them using the Look3.around face and body parts they learnt in Unit Ask you. 1 lizard What can you see? pupils if they know the names of the animals I can see a frog. and write their answers on the board. What can you see? Draw pupils’ attention to the glowing rabbit on the railings. In L1, ask What is 2he doing there? 5.05 Listen and number. Say. Who does he belong to?

●

ond e

Materials: • Audio; Video; Flashcards – Animals

What can you see?

5.01

Listen and explore.

●

fox

Big Picture: What can you see? 3

duck

turtle

●

mouse ●

Tell me!

What animals are in your park?

124

5.02

Listen, point and say.

3 Stick and say.

Watch and listen.

Vocabulary Animals

iagn ose

Look the opening spread and ask What can 5 at owl you see on the page? Ask Where are the children 6 frog What canAsk you see? and what are they going to do? SUPPORT I can see a frog. pupils if they can see anything else in the picture from Units 1–4. STRETCH Ask pupils to give additional can see, 8 rabbit information about what they I can shine! e.g. a blue kite, a new skateboard. 3 Count all the animals. Say. 1 5.01 Listen and explore. I can see

Ask pupils to look at the main picture. a fox. Play the audio and tell pupils to point to each animal I can see as they hear it. Ask a follow-up question e.g. five ducks. What colour are baby ducks? SUPPORT Before listening, get pupils thinking about animals by I can name animals. asking them to say the words in L1. STRETCH and structures What can Ask pupils to listen for Song additional words toyou see? I can see a (frog). 55 describe the animals (size, colour, etc.). Play the audio again if necessary.

Starting the lesson

Song

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

Extra activity

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●

Listen, point and say.

Activity Book page 40

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each animal on the page. Ask pupils about the animals, e.g. Can the frog jump? What colour is the rabbit? How many ducks are there?

3 Stick and say. ●

Help pupils find the stickers in the back of their books. Point to each one, say What’s this? and elicit the words for them then ask pupils to put them in the correct place on the page.

Ask pupils if they’ve ever seen any of the animals or if they keep any as pets at home. Tell them to write sentences saying if they like or don’t like each animal.

Look and write. Pupils look at the pictures then write the animals in the correct spaces.

ANSWER KEY: 1 owl, 2 rabbit, 3 fox, 4 lizard, 5 mouse, 6 turtle, 7 frog, 8 duck Wonder Helper: Pupils match the middle picture to picture a or b and then colour.

ANSWER KEY: duck, fox, frog, lizard, mouse, owl, rabbit, turtle

In L1, ask pupils to think what animals live in their country and which ones they see often. Ask pupils why they might see some animals more often than others.

●

Tell pupils to find the foods in Unit 4 and write the first letter, then say them. Set a time limit if necessary (bread, chicken, tomatoes).

Extra time: Pupils say the animal names in alphabetical order.

FUTURE SKILLS: enquiry and imagination

●

s Revie

ANSWER KEY: b Nature

Extra activity

t’

Wonder

●

5.02

Activity 1 Dexter Elena Bruno Dexter

Watch and listen.

Revise animals vocabulary using flashcards. Tell pupils they are going to watch a video about nature. Before watching, pre-teach some vocabulary, e.g. fly, grass, pond. Play the Nature video. After watching, ask pupils if they can remember what animals were mentioned in the video (answers may vary but pupils should be able to recognise: ducks, a fox, a frog, a lizard, an owl, a rabbit, a turtle).

WONDER HELPER

Elena Bruno Elena Bruno Dexter

Activity 2 a lizard an owl

Assess

Audioscript

Let’s go to the park! OK! I’ve got my bike. Wait for me! Let’s find animals. Look! A mouse, a turtle, an orange fox, a lizard … And five ducks! Shh! I can see an owl. I can see a kite. I can’t see an owl. Ha ha! It’s a frog! I can see a rabbit. a fox a frog

a duck a mouse

a turtle a rabbit

Read Bruno’s question. Ask pupils to think of the animals from the lesson they have seen in their local park. Allow them to discuss other animals in L1. Then let pupils share their answers as a class.

Ending the lesson ●

Mime an animal in front of the class for pupils to guess (e.g. for a duck, mime flying or shaking your tail). Nominate a pupil to come up and mime a different one. Repeat until all the animals have been guessed.

Practice: Activity 3

Real-world video: Activity 4

Activity 4

Wonder Helper

Activity Book: Practice

Learning path

Ending the lesson

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Lesson 2 – Song

Pupil’s Book page 55 W Wonder: sparking curiosity ond er • Engage pupils with the Big Picture by pointing to some animals and asking questions, e.g. What do they eat? Where do they live? • Point to the ‘Wonder’ stepping stone and write We’re learning to count and name animals on the board.

Objectives • Lesson aim: to count and name animals • Target language: I can see a… , I can see (two) (frogs). • Recycled language: ducks, fox, frog, mouse, rabbit, turtles GSE • Productive: Speaking: Can name everyday objects, animals or people around them or in pictures using single words. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

nd er

ma ine g

Build

Lesson 2

1 1

S On

5.05

rabbit

●

Listen and number. Say.

●

frog

What can you see? I can see a frog.

I can shine!

I can see a fox. I can see five ducks.

I can name animals. Song and structures What can you see? I can see a (frog).

126

●

Describe one of the animals from Lesson 1, e.g. I’m green, I’ve got two legs, I can jump for the class to guess. Nominate different pupils to describe another animal.

3 Count all the animals. Say.

and listen.

Starting the lesson

owl 6

Sing and act.

Look around you. What can you see? I can see a frog. What can you see?

lizard 2

turtle

5.03

Shine

Grow

Materials: • Audio; Flashcards – Animals.

5.03

Sing and act.

Play the audio and let pupils listen. Ask them if they heard any words for animals. Then play again and ask pupils to sing along. Divide the class into 3 groups, one for each animal. Ask pupils what sounds the animals make and how they move. The class sings the first two lines of each verse together then each group sings the last 2 lines of their verse and makes the sounds. When pupils are confident with the words, play the karaoke version (audio track 5.04) and let them sing along. TEACHER TIME TO SHINE: using songs Using songs can be beneficial, especially if accompanied by actions and activities. Before listening, engage pupils’ interest by asking, e.g. What animals do you think will be in the song? While listening, have pupils point to pictures/flashcards of the words they hear to help familiarise them with the lyrics before they sing. Divide the song into manageable chunks for pupils to sing, e.g. one verse/line per small group. After listening, pupils can add additional verses or swap specific words in each line.

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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5 2

●

Activity Book page 41

Listen and number. Say.

Ask pupils to look at the pictures and say what animals they can see. Play the audio and ask pupils to number the pictures in the order they hear them. Check answers then ask pupils how many of each animal the children saw. ANSWER KEY: 1 rabbit, 2 turtle, 3 fox

Extra activity Ask pupils to work in pairs to create another verse using other animals they know. Note that the plurals of mouse and fox are mice and foxes.

3 Count all the animals. Say. ●

Ask pupils to look at the Big Picture and tell a partner how many of each animal they can see.

I can shine!

Assess

ACHIEVE The pupil can count and say most of the animals on the page correctly using the plural form and a/an where necessary. ADJUST The pupil can count and say some of the animals on the page, making some errors with article or plurals. ➔ Support pupils by modelling all the correct sentences for the animals on the page. Use flashcards to review the names of animals.

EXCEED The pupil can count and name all the animals on the page accurately. ➔ Ask pupils to count and name anything else they can see in the Big Picture.

●

Give pupils time to put their Wonder checkpoint sticker on the page.

5.06

Listen and tick (✓) or cross (✗). Pupils listen to the audio and tick/cross the pictures if they hear the animals.

ANSWER KEY: 1 ✓, 2 ✗ (It’s a turtle.), 3 ✓, 4 ✓

Trace. Count and write. Pupils read and trace the words then count the animals in the picture and write the numbers.

Wonder

●

5.05

ANSWER KEY: I can see 6 frogs, 4 rabbits, 7 owls and 5 lizards.

Draw and write. Then tell a friend. Pupils draw one of the animals from Lesson 1, say what it is and how many of them they can see.

Pupils colour the Wonder checkpoint pebble. Extra time Pupils write their favourite animal word then tell a friend.

Activity 1

Audioscript

Boy Look around you. What can you see? I can see a frog. What can you see? Girl Look around you. What can you see? I can see a mouse. What can you see? Boy Look around you. What can you see? I can see five ducks. What can you see?

Activity 2 1 Boy

I can see a rabbit! Look! One small rabbit!

2 Girl

Over there! I can see turtles! One, two, three … Three turtles!

3 Boy

Oh, look! I can see a fox!

Ending the lesson ●

Put pupils in a circle and ask one pupil to begin by saying I can see… + an animal they can think of (e.g. I can see a lizard.). The next pupil has to repeat what the first pupil said and add an animal (I can see a lizard and a frog.). The next pupil has to repeat what the second pupil said and add another animal (I can see a lizard, a frog and a rabbit.) and so on. If a pupil can’t remember an animal, they are out.

I can shine: Activity 3

Activity Book: Practice 1 and 2

Ending the lesson

Learning path

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Lesson 3 – Story

Pupil’s Book page 56

Objectives • Lesson aim: to understand and act out a story • Recycled language: bird, cat, dog, eyes, fox, lizard, owl, rabbit; big, green, small; I can see (a) (fox). • Receptive language: Is it a (fox)?

Im Imagination: fostering imagination agine • Encourage pupils to be imaginative and creative. Invite pupils to act out the unit story, playing the characters or telling it with their own words and gestures. • Point to the ‘Imagine’ stepping stone and write We’re learning to understand and act out a story on the board.

onder

agine

Build

Shine

Grow

Lesson 3

RECEPTIVE SKILLS TIP Before listening to the story, ask pupils to talk with a partner about what they can see in each frame. What do they know already about each character?

1 Which animals are in the story? Tick (✓). Come on. Let’s run!

5.07

I can see the bird!

Listen or watch.

Towers

I can see a rabbit! It’s my toy!

●

I can’t see an owl.

I can shine! Let’s imagine!

What can Bruno see? Guess and draw.

●

3 Which animal are the

children following? Circle. a butterfly a bird

a cat

4 Act out. I can understand a story about animals.

Story value A story about animals

Story language I can see a (lizard). I can’t see an (owl).

Starting the lesson ●

Hold up a flashcard of an animal. Ask Is it (a fox)?, sometimes saying the correct animal and sometimes the incorrect one. Ask pupils to say Yes/No depending on whether you’ve said the correct word.

Read Dexter’s question. Ask pupils to look back at the story and guess what animal Bruno can see. They draw their guesses.

In L1, ask pupils how they should approach animals in nature. How should they behave and what should they do when they see an animal? Ask them what equipment would be useful when looking for animals.

SUPPORT Help pupils by reading out the script for frames 4 and 5 slowly and clearly. STRETCH Ask pupils to say why they think it’s an owl at first.

●

Which animals are in the story? Tick (✓). A s ss se Ask pupils to look quickly through the story and tick the animals they can see. Tell pupils there are three animals that aren’t in the story. Ask pupils to point to the frame where they can see each animal.

ANSWER KEY: rabbit, lizard, cat (frog, fish, and fox are not in the story)

128

Play the audio and ask pupils to follow the story in their books and repeat the words together. Then play the video. Let confident pupils choose a character and play the video without sound, letting them play the characters. SUPPORT Pause the audio/video after each frame and ask questions, e.g. What animal do they see? What colour is the lizard?, etc. STRETCH More confident pupils say what animals Dexter and Bruno think they see. IMAGINE HELPER

FUTURE SKILLS: enquiry and imagination

●

Listen or watch.

5.07

3 What animal are the children following? ●

Circle. Ask pupils to look at the pictures and circle the animal the children are following in the story.

ANSWER KEY: a bird

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

Imagine Helper

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5 Ending the lesson

Assess

I can shine!

ADJUST The pupil can match 2–3 of the characters correctly. ➔ Help pupils by going through each frame and asking who the character/animal is.

Circle the odd one out. Pupils circle the odd one out in the row.

ANSWER KEY: the rabbit, because it’s a toy.

Imagine

Activity Book page 42

ACHIEVE The pupil can match 4 of the characters correctly.

Join the dots. Then read and circle. Pupils join the dots then circle the correct answer to the question.

ANSWER KEY: a butterfly

EXCEED The pupil can match all the characters correctly. ➔ Ask pupils to summarise the story in L1.

Draw. Then say. Pupils draw the an animal, say the sentence and show their partners their drawing.

Pupils colour the Imagine checkpoint pebble.

4 Act out. ●

●

Put pupils in small groups to act out the story. Ask pupils to perform the story for another group or the whole class. Give pupils time to put their Imagine checkpoint sticker on the page. SUPPORT Pupils can choose one or two frames to act out. STRETCH Pupils can add an additional scene.

Extra time: Pupils rate the story and tell a friend.

Story extension activity ●

Display story cards on the board in the incorrect order. Have the class help you reorder them by pointing at the one that goes first, second, etc. Ask pupils to close their eyes. Remove one card. Ask pupils to open their eyes and discuss with a partner what is on the missing card.

Activity 2 1 2

Bruno Bruno

Elena Bruno 3 Bruno Elena 4 Dexter Elena Bruno 5 Dexter 6 Dexter Bruno

Audioscript Hey! I can see a rabbit! It’s my toy! Hey! I can see a lizard. And look! Two big eyes. What’s this? Is it an owl? No, it isn’t. I can’t see an owl. It’s very small and … Oh no! A big bird … … and a cat! Hey! It’s Kiki! Come on. Let’s run! I can see the bird! Stop, Kiki! Here’s the cat! And I can see the owl …

Extra activity

I can shine: Activity 3

Story extension

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 4 – Grammar and vocabulary

Pupil’s Book page 58

Objectives • Lesson aim: to ask and answer about insects • Target language: Is it a… ? Yes, it is. No, it isn’t. ant, bee, butterfly, ladybird • Recycled language: flowers, owl; black, red, small, yellow

GSE • Productive: Speaking: Can talk about common everyday objects using single words, if supported by pictures. • Receptive: Listening: Can identify everyday objects, people or animals in their surroundings or in pictures from short, basic descriptions (e.g. colour, size), if spoken slowly and clearly.

Materials: • Audio; Flashcards – Animals; colouring pencils.

W Starting o n d e r the mlesson agine ●

Lesson 4

5.08

Listen and find.

5.09

Listen and number. Say.

bee

ladybird

butterfly 3

5.10

ant

Listen and say.

Look at the flower. What can you see? Is it a ladybird? No, it isn’t. Is it a bee? Yes, it is!

5.08

Listen and find.

1 butterfly

2 ant

3 ladybird

Play the audio and present the vocabulary owl bee ant flashcards for pupils to repeat each word. Then 5.12 each without and say. 2hold up Look andcard play.for them3 to sayListen prompting and ask them to point to each ds My soun Whaton canthe you page. see? Pause the animal SUPPORT Is it a butterfly? audio when the key vocabulary is mentioned so pupils have more time to find the insect. No, it isn’t. Asksee pupils to listen for additional STRETCH I can informationanabout owl. each of the insects.

Is it an ant? Yes, it is. / No, it isn’t.

h a nt

Give the Lesson 5 class 2 minutes to remember all the animals from the story in Lesson 3. Then ask 5.11 1them Listen and (✓).books and write their to check intick their answers on the board. Ask pupils if they can remember what the insect at the end of the story is called in English.

1 ●

Shine

Grow

Build

Seven smiling frogs sitting by a flower!

e! I can shin RECEPTIVE SKILLS TIP Ask toout think (e.g. colour, 4 pupils Cut and what guess words the animals. size) could describe each insect as this may help them find the correct ones.

Draw, circle and write. Ask a friend.

It’s small. It’s red.

2 ●

bee / butterfly

2 ●

Vocabulary and structures Insects; Is it an (ant)? Yes, it is. / No, it isn’t.

5.09

Is it an ant?

Listen and number. Say.

Tell pupils to listen and number the pictures Yes, it is! in Activity 1 correctly. Play the audio, pausing after each word if necessary. I can ask and answer animals.which Point to each picture and about ask pupils number they wrote. Ask them to repeat the Communication Asking about animals; sounds s and f 59 word. ANSWER KEY: ant 1, bee 2, butterfly 3, ladybird 4

130

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

Presentation: Grammar

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5 3 ●

●

Listen and say.

Activity Book page 43

Ask pupils if they can remember any of the questions Bruno and Dexter asked Granny Belinda in Activity 1. Write suggestions on the board, correcting them later if necessary. Draw pupils’ attention to the Build Helper. Pupils read the question and answers. Ask different pupils questions from the chant and have them answer No, it isn’t./Yes, it is. Play the audio and ask pupils to read the chant aloud.

ANSWER KEY: 1 No, it isn’t. 2 Yes, it is.

Extra activity Ask pupils to form questions and answers about other insects with a partner. Nominate pairs to give their questions and answers and add them to the chant.

Extra time: Pupils draw their favourite small animal and tell a friend

BUILD HELPER

4 Draw, circle and write. Ask a friend. ●

Look at the pictures. Ask pupils to complete the insects to match the existing half then circle the correct answer. In pairs, tell pupils to ask and answer about the pictures.

Ending the lesson ●

Follow and find. Then write. Pupils follow the garden path, find the other half of the insect and write the word.

ANSWER KEY: 1 d ant, 2 b ladybird, 3 a bee, 4 c butterfly

Read the questions and answers in the box. Drill the answers Yes, it is, and No, it isn’t. Point to each creature on the page and ask the question Is it an ant? for pupils to answer. Finally, ask pupils to close their books and write a gapped question/answer on the board, e.g. Is ____ butterfly? ____ , it ____ . for pupils to complete.

●

Trace. Then read and circle. Pupils trace the words and circle the correct answer.

Ask pupils to draw half of one of the animals from Lesson 1 (reminding them of the vocabulary if necessary). They show a partner and ask Is it a… ? before swapping pictures to complete them.

Activity 1 Granny Bruno Granny Bruno Elena Dexter Granny Bruno Elena Bruno Elena Dexter Elena Dexter

Audioscript

Look at my flowers. Oh! What’s this? Is it an owl, Granny Belinda? No, it isn’t. It’s an owl butterfly. Careful! Oh, yes! What’s this? It’s red and black. Do you know? What’s this? Is it a ladybird? Yes, it is. I can see an ant. Where? Look closer. A small black ant! Oh, yes! And look. It’s black and yellow … Is it a bee? Yes, it is! Agghh!

Activity 2 1 2 3 4

an ant a bee a butterfly a ladybird

Build Helper

Practice: Activity 4

Extra activity

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Build

●

5.10

131 2/18/21 12:39 PM

Lesson 5 – Communication

Pupil’s Book page 59

Objectives • Lesson aim: to form questions and short answers about animals. To practise the sounds f/s • Speaking function: to ask and answer questions to identify animals • New language: Is it a (butterfly)? Yes, it is./No, it isn’t. • Recycled language: ant, bee, butterfly, eyes, ladybird, legs, owl, black, red, yellow

GSE • Productive: Speaking: Can use a few simple words to describe objects (e.g. colour, number), if supported by pictures. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

ma ine g

onder

Shine

Grow

Build

Lesson 5

umber. Say.

Materials: • Audio; Flashcards; scissors, colouring pencils

Starting the lesson ●

Listen and tick (✓).

5.11

rd 1 butterfly owl

2 ant

3 ladybird

bee

Look and play. What can you see? Is it a butterfly?

t? t isn’t.

5.12

●

Listen and say.

My sounds

No, it isn’t. I can see an owl.

ant

●

Seven smiling frogs sitting by a flower!

I can shine! 4

Display flashcards from both the vocabulary lessons around the classroom. Give pupils 30 seconds to look at them. Ask them to close their eyes, while you remove one flashcard. Tell pupils to open their eyes and say which one has gone. If pupils can’t remember, give simple clues (e.g. I’m black and yellow.) Repeat.

Cut out and guess the animals.

5.11

Listen and tick (✓).

Ask pupils to look at the pictures and tell a partner what they can see. Ask pupils to listen to three conversations about the animals in the pictures then tick the correct animal. Play the audio and give pupils time to choose. Point to the pictures and ask What is it? SUPPORT Before playing the audio, use the flashcards to review the names of the insects and animals in the options. STRETCH Play the audio again, pausing to ask pupils what word/ words come next. ANSWER KEY: 1 owl, 2 bee, 3 ladybird

It’s small. It’s red. Is it an ant? Yes, it is!

I can ask and answer about animals. Communication Asking about animals; sounds s and f

132

RECEPTIVE SKILLS TIP Tell pupils they might hear two animals/ insects mentioned in each part of the audio, but not to tick the first one they hear. They should listen carefully to what is said about each.

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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5 2 Look and play. ●

●

3 ●

●

● ●

5.12

My sounds

Listen and say.

Point to the picture and say What’s this? Answer, Yes, it’s a f – f – frog, Yes, it’s a f – f – flower. Then say f says f – f – f, s says s – s – s. Ask pupils to pay attention to your teeth and lips as you make the different sounds. Play the audio and ask pupils to repeat the sounds. Ask them to write the number.

FUTURE SKILLS: collaboration and communication Ensure pupils have the vocabulary to take turns in the Checkpoint task, e.g. It’s my turn. It’s your turn.

Ending the lesson ●

Play the game from Activity 4, using animals from Lessons 1 and 3, too. Give pupils a short description and have them guess what it is. The pupil who guesses correctly must think of another animal.

Activity Book page 44

●

Ask pupils to cut out the cards, draw two more animals in the empty squares and say what colour or size the animal is on each card. Model an example. Tell pupils they should place the six cards face down then take turns to pick up a card and describe it for their partner to guess.

Assess

I can shine!

Listen and number. Pupils listen and number the animals.

5.14

Listen and repeat. Trace. Then circle the odd one out.Pupils listen and repeat the words. They trace the letters then circle the odd one out.

ANSWER KEY: 1 three, 2 lizard

Ask and answer with a friend. Then draw.Pupils ask and answer the questions with a partner, draw their own silhouettes and guess their partner’s animal.

Pupils colour the Build checkpoint pebble.

Activity 1

ACHIEVE The pupil can form questions and answers about 4 of the animals.

ADJUST The pupil can produce a question but with some errors. The pupil can describe 3 insects accurately. ➔ Drill the question Is it a with different insects. Review adjectives that can describe each insect. EXCEED The pupil can form questions and descriptions for 6 of the insects. ➔ Encourage pupils to describe other animals they’ve learnt about in the unit.

●

5.13

ANSWER KEY: 1 frog, 2 rabbit, 3 fox, 4 butterfly

4 Cut out and guess the animals. ●

Give pupils time to put their Build checkpoint sticker on the page.

Audioscript

Boy Girl Boy Girl

Look at the eyes. Is it a butterfly? No, it isn’t. Is it an owl? Yes, it is.

Girl Boy Girl

Look! I can see legs. Is it a bee? Yes, it is.

Girl Boy Girl

What’s this? It’s black and red. Is it an ant? No, it isn’t. It’s a ladybird. Oh, yes.

Activity 3 s–s–s seven f–f–f frogs Seven smiling frogs sitting by a flower!

Phonics practice

I can shine: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

M08_RS_TB1_5935_M08.indd 133

Build

●

Ask pupils to read the example question and answer. Then practise building the question word by word: Is… , Is it… , Is it a… , etc. Write the question on the board. Ask pupils what word they could use instead of butterfly. Write their suggestions above the words on the board and practise the sentences. Tell pupils to ask you a question and point to an insect in Activity 1. Respond with Yes, it is, or No, it isn’t. Ask pupils to ask and answer about animals in the close-up pictures in pairs.

133 2/18/21 12:39 PM

Lesson 6 – Global Citizenship

Pupil’s Book page 60

Objectives • Lesson aim: to learn new words for animal habitats • Cross curricular/Culture connection: investigating animals in the habitat • Global citizenship theme: respect animals • Target language: flowers, grass, pond, tree • Recycled language: bee, duck, mouse, owl; I can see a… , Look at the…

food!

Materials: obal Citize • Audio; Video; Flashcards; paper, colouring I try different pencils I appreciate al Citiz e ob

GSE • Productive: Speaking: Can describe the position of objects or al Citiz al Citiz al Citiz al Citiz e e e eway, using ob ob ob pictures ob people in a basic or gestures. •OptA Receptive: Listening: Can recognise words and simple phrases related to familiar topics, ifI share spoken slowly and clearly and Let’s be I celebrate all I play with friends toys! families! friends! supported by pictures.

Growth: Nurturing growth G ro w in society • Promote good global citizenship by asking why it is important to look after the environment and to think about how to look after places where animals live, e.g. don’t cut down trees, don’t drop litter. • Point to the ‘Grow’ stepping stone and write We’re learning about places where animals live on the board. Gl

special clothes

W Starting agine o n d e r the mlesson

Build

Shine

Grow

Ask pupils if they have any pets at home. Ask them in L1 special why they think these animals like I try different I appreciate food! clothes In the park Lessonin7houses with people. Ask them to name living animals (in English) that couldn’t be a pet. 1 Read, look and number. ●

Listen, look and find.

5.15

Lorem ipsum

Listen and point. Say.

5.16

flower Let’s be friends

al Citiz e ob

Look and match. Then circle the animals that live near you. Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

Listen, look and find.

owl

duck

mouse

butterfly

Play the audio and present the vocabulary 1 flashcards for pupils to repeat each word. Then I try different I appreciate food! special clothes hold up each card for them to say without 2 and ask them to point to each toy prompting on the page. 4 ● l Ask l Citif a Citiz pupils inbaL1 ize they ever look closely at any e ob o 3 of the places to see what animals and insects are there. D

iagn ose

I try different food!

5.16

I play with friends!

5.15

I celebrate all families!

pond

grass OptD 3

1 ●

tree

I share toys!

OptC

I play with friends!

I celebrate all families!

I explore nature

Let’s be friends I share toys!

Lesson 6

OptB

I appreciate special clothes

Listen and point. Say.

shine!

I canwords. Play pupils toand listen for the four new 2Tell5.17 Listen match. the audio, pausing after each3section for pupils Let’s explore the park! 1to point to the correct part of the picture. pondfor pupils to repeat ● Play the track again the words. SUPPORT If pupils are finding it difficult, use the flashcards again to 2 consolidate the words. STRETCH Ask pupils Let’s find to say Look at the tree (pond/tree/grass/flowers). a butterfly! ●

Watch and listen.

Think and share!

Which is your favourite animal?

134

Global Citizenship Where animals live

RECEPTIVE SKILLS TIP Before Activity 2, tell pupils they will hear the flowers I can find animals animal names first, then the places. They in the park. should focus on the places and point these out.

My Everyday English In the park; Let’s find a (butterfly)!

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Extra activity

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5 3 ●

● ●

●

sess

Background information (Culture and CLIL) Before the lesson research the animals from your country that live in the places in the lesson and consider why these habitats are suitable for those species. If possible, bring in additional pictures of animals and have pupils discuss if they’ve seen them and where. You could introduce pupils to the idea of protecting habitats by discussing any local efforts at conservation.

TEACHER TIME TO SHINE: class location If possible, take the class to a different location for the lesson. This unit topic and lesson lend themselves to being outdoors. Taking the class to a field, playground or park will help pupils put the language in context. Ask pupils to point to the habitats they see, say what animals might live there and look for and draw insects.

ANSWER KEY: duck – pond, owl – tree, mouse – grass, bee – flower

Watch and listen.

Revise unit vocabulary using flashcards. Play the Nature video.

●

After watching, ask pupils if they remember what animals live in the grass (bees, butterflies, ladybirds), by the pond (ducks, frogs, turtles) and in the trees (ants, lizards, owls).

●

FUTURE SKILLS: critical and reflective thinking Ask pupils to think about animals that can be pets and live in the wild. Ask them how we can ensure pets are happy living in people’s homes.

Activity Book page 45 (Lessons 6 and 7)

Read and trace. Tick (✓) or cross (✗). Then say. Pupils tick or cross each animal depending on whether it’s in the correct habitat then trace the words.

ANSWER KEY: 1 duck ✓, frog ✓, mouse ✗; 2 bee ✓, butterfly ✓, lizard ✗; 3 owl ✓, bird ✓, turtle ✗; 4 rabbit ✓, mouse ✓, fox ✓

Activity 1 1

I play with friends!

I try different food!

al Citiz e ob

OptB

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

Read Granny Belinda’s question with the class. Encourage them to name their favourite animal, give reasons and any information they know about it (e.g. where it lives). n

al Citiz e ob

pond

2 tree

Audioscript 3 flowers

4 grass

Activity 3

GROW HELPER

OptA

Grow

Look and match. Then circle the animals that live near you. Ask pupils to look at the pictures of the animals and places and think where each animal lives. Play the audio from Activity 2 again if necessary. Ask pupils to match the animals to the correct places. Ask pupils to repeat I can see a… and Look at the… for each animal. Then they tell a partner what they can see and where it is. Ask pupils, in L1 if necessary, what animals live near them. Do they live near a park or a pond or a forest? Give pupils paper and have them draw animals that live near them with the place they live in, too. As

I appreciate special clothes

Boy

I can see a duck. Look at the pond.

Girl

I can see an owl. Look at the tree.

Boy

I can see a mouse. Look at the grass.

Girl

I can see a bee. Look at the flowers.

Ask pupils to think if there’s anything they can do at home or in school to help animals and insects, e.g. have a bird feeder, build a ‘bug hotel’.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

al Citiz e ob

Lorem ipsum

OptC I share toys!

Ending the lesson I play with friends!

I celebrate all families!

I try different food!

al Citiz e ob

Put the flashcards for pond, tree, grass and flowers around the room. Then say I’m a (e.g. duck) and ask pupils to run to where the animal lives (e.g. the pond).

I share toys!

al Citiz e ob

●

Let’s be friends

al Citiz e ob

OptD

Let’s be friends

I appreciate special clothes

Practice: Activity 3

Grow Helper

Our World video: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

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Lesson 7 – My Everyday English

Pupil’s Book page 61

Objectives • Lesson aim: to discover what animals are in places in a park • Functional language: Let’s find (a butterfly)! Yes, great idea! • Text type: spotter’s guide to nature • Recycled language: butterfly, fish, flowers, fox, frog, ladybird, lizard, pond, tree

I play with friends!

ma ine g

onder

I try different food!

butterfly

●

I appreciate special clothes

near you. I try different food!

al Citiz e ob

ANSWER KEY: 1 owl, 2 duck, 3 mouse, 4 butterfly

I appreciate special clothes

5.17

Read, look and number. D iagn ose Ask pupils to read the list of four animals then decide where they live in the park. Tell them to match the correct numbers to the animals. SUPPORT Revise the words for animals if necessary. STRETCH Ask pupils which animals from the unit aren’t shown in the picture puzzle.

al Citiz e ob

Ask pupils to look at the map in Activity 1 and tell a partner what places they can see. Allow them to say in L1 if it’s like any of the parks near their city.

1 mouse

I play with friends!

●

In the park

duck

I try different food!

al Citiz e ob

Starting the lesson

Read, look and number. owl

I play with friends!

Shine

Grow

I appreciate special clothes

Lesson 7

point. Say.

Build

Materials: • Audio; Flashcards; colouring pencils

I play with friends!

GSE • Productive: Speaking: Can describe the position of objects or al Citiz way, using pictures or gestures. al Citiz in a basic e e ob ob people • Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or I try different I appreciate food! special clothes animals), if spoken slowly and clearly. n

al Citiz e ob

I can shine!

Listen and match.

3 Let’s explore the park!

Extra activity Ask pupils to plan a walk around their local park, saying what they would visit first, second, etc.

pond

2 Let’s find a butterfly!

tree

RECEPTIVE SKILLS TIP Help pupils prepare for the listening task by pointing out things in the park that the animals live in or near (pond, flowers, tree). Tell them they need to listen for these words as well as the animals.

3 flowers

I can find animals in the park. My Everyday English In the park; Let’s find a (butterfly)!

136

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

M08_RS_TB1_5935_M08.indd 136

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5 2 ●

●

sess

Ending the lesson

Listen and match.

Ask pupils to look at the photos of the four animals. Say each animal for pupils to repeat. Play the audio and ask pupils to tick the animal they hear described. Then check their answers. Play the track again and pause after each line for pupils to repeat the phrases.

TEACHER TIME TO SHINE: speaking in class Pupils could initially write down their sentence Let’s find a… in Activity 3 if they need more support. Allow them to read it the first few times they interact with a partner, then encourage them to speak without reading.

●

Choose an animal home and draw an animal in it. Write. Then act out. Pupils choose and draw an animal habitat and add an animal to it. Pupils talk to a partner about their picture.

Extra time: Pupils tell a friend what they can see in the

classroom.

Activity 2

Read the speech bubble (Let’s find a butterfly!) and ask the class to repeat it. Practise the phrases Let’s find a… Great idea, I can see a… Look at the… . In pairs, ask pupils to take turns looking for an animal from Activity 2 using the phrases. If pairs finish early, they can choose other animals.

Assess

I can shine!

Activity Book page 45 (See Lessons 6 and 7)

Pupils colour the Grow checkpoint pebble.

3 Let’s explore the park! ●

In pairs, ask pupils to draw a map of the park with different places for animals to live and ask them to say I can see a (duck) at the (pond)! Their partner must draw the animal in the correct place. Then they swap roles.

ANSWER KEY: 1 butterfly, 2 lizard, 3 frog, They see a fish but not a fox.

●

Grow

●

5.17 As

ACHIEVE The pupil can suggest looking for an animal and the place it might be found. The pupil can use the structures from the lesson accurately.

1 Boy Girl Boy

Audioscript

Let’s find a butterfly. Yes, great idea. I can see a butterfly. It’s red and black. Look at the flowers.

2 Boy Girl Boy Girl

Let’s find a lizard. Yes, great idea. Oh! Look at the tree! I can see a lizard. Me, too.

3 Boy Girl Boy

Let’s find a frog. Yes, great idea. Look at the pond! Hey! I can see a frog and a fish!

ADJUST The pupil can suggest looking for an animal and where it might be found but with errors in the sentences. ➔ Practise the example sentences again, building up word by word and line by line. EXCEED The pupil can suggest looking for animals in different places and can respond with Great idea, etc. ➔ Ask the pupil to suggest animals from other lessons in the unit.

●

Give pupils time to add their Grow checkpoint sticker to the page.

I can shine: Activity 3

Activity Book: Practice

Extra activity

Ending the lesson

Learning path

M08_RS_TB1_5935_M08.indd 137

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Lesson 8 – Review

Pupil’s Book page 62

Objectives • Lesson aim: to review the language from Unit 5 • Revised language: duck, fox, frog, lizard, mouse, owl, rabbit, turtle; I can see a(n)… . It’s (small) and (red). Is it a (ladybird)? Yes, it is.

Shine: Time to shine! Shine • Enable pupils of all abilities to showcase achievements through differentiated steps. This can be facilitated through groupwork, promoting respectful interactions such as turntaking and developing cooperative learning strategies such as Think, Pair, Share and Peer learning and support. • Point to the ‘Shine’ stepping stone and write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit.

Materials: • Flashcards

W agine Starting lesson o n d e r the m

llage! s make a park co

Let’

Step 1

●

Review

1 Find and write.

●

1 2 3 4 5 7

●

2 Choose two animals. Trace and write.

I can see a I can see a 3 Guess your friend’s animals. It’s small and red.

Is it a ladybird?

Yes, it is.

collage.

iagn ose

Is it a pond?

Yes, it is.

The Review consolidates the target language shine! e tofrom of the the I can shine! checkpoints Timunit and helps prepare pupils for the unit projects. 8 Show your park collage to the class. Vocabulary from the Wonder spread is reviewed through reading and writing in Activity 1. The story ideas from the Imagine spread are reviewed in Activity 2. The speaking element in Activity 3 consolidates the target structures and language of the Build spread. Look at the flower. I can see

andand write. 1 aFind butterfly

4 Think! Tick (✓) homes for your animals. ●

●

S hine

Display pictures of animals that pupils have learnt in the unit on the board. Give pupils 2–3 minutes to look and remember the animals. Remove the pictures and ask pupils to work in I can or seesmall a pairs groups to remember as many as they and can in 1 minute. Record. the groups’ correct answers on the board. D

7 with a friend. Step 1: Share Review

Grow

Ask pupils to look back through the unit and decide was their favourite lesson. Ask 2 Create Stepwhich them to give a reason why they liked it (in L1 if 5 Think about your project. 6 Make your park necessary). Circle and write.

duck fox frog lizard mouse owl rabbit turtle

Build

Unit review Unit objectives review

a ladybird.

Ask pupils to look at the wordpool. Read the words and ask them to repeat after you to help I can explore nature! with any pronunciation problems. Tell pupils to find and colour the animals in the picture and copy the word next to the correct Unit project A park collage 63 number.

ANSWER KEY: 1 duck, 2 turtle, 3 fox, 4 mouse, 5 rabbit, 6 owl, 7 lizard, 8 frog

138

Starting the lesson

Learning path

Song

Review: Activity 1

Review: Activity 2

Extra activity

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5 SUPPORT Review the animals in the word pool with flashcards first. STRETCH Ask pupils to say I can see a… , It’s number… .

Tell pupils to choose two animals from the picture puzzle and write one to complete each sentence.

●

Use this space to take notes on what your pupils might need to revisit based on their performance in the review lesson.

Shine

2 Choose two animals. Trace and write. ●

Unit 5 review notes

3 ●

●

Guess your friend’s animals. A s ss se Read through the speech bubbles and ask the pupils to repeat after you. Pay attention to the intonation for the question and the answer. Ask pupils to work in pairs. One describes one of the animals they wrote in Activity 2. The other guesses what it is, asking Is it a… ? Then they swap. They continue until they have both described and guessed all their animals. Nominate some pupils to say one of their descriptions for the rest of the class to guess.

4 Think! Tick (✓) homes for your animals. ●

Ask pupils to think about the animals they chose in Activity 2 and tick one or two pictures showing their home or homes.

Ending the lesson ●

●

Tell pupils you need their help to draw a park on the board. Draw a pond and ask (in L1 if necessary) What animal goes here? (duck, frog) Point next to it and ask What can I draw here? Draw a tree if pupils don’t suggest anything. Ask What animal goes here? Continue until all animals/places are drawn. If pupils are confident, allow them to come to the board and add places/animals themselves.

Activity Book page 46

Look. Then count and write. Pupils look at the scene then count the animals and copy the words onto the line.

ANSWER KEY: 1 mouse, 2 owls, 3 foxes, 4 turtles, 5 frogs, 6 rabbits, 7 ducks and 8 lizards

Trace and circle. Draw and write. Then ask and answer. Tell pupils to trace the animal and circle the correct answer. Then they ask and answer about the picture with a partner. More confident pupils can draw and write their own fact files.

ANSWER KEY: ladybird Extra time: Pupils look at the picture and say what they see. ANSWER KEY: lizard

Review: Activity 3

Review: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s make a park collage!

Pupil’s Book page 63

Objectives • Lesson aim: to create a park collage • Revised language: ant, bee, butterfly, duck, fox, frog, ladybird, lizard, mouse, owl, rabbit, turtle; flowers, grass, pond, tree

Materials: • Scissors, glue, coloured paper, colouring pencils, any additional materials for a collage

ma ine g

onder

Step 2

Build

Grow

S hine

Starting the lesson ●

Create

5 Think about your project.

Circle and write.

Make your park collage.

Step 2: Create

izard turtle

●

I can see a and

Share with a friend.

Is it a pond?

Yes, it is. ●

Time to shine! 8

Show your park collage to the class.

Look at the flower. I can see a butterfly and a ladybird.

I can explore nature!

5 Unit project A park collage

140

Ask pupils to tell a partner what things there are in their local park. Ask them to think about animals and places.

●

This section revises Global Citizenship skills from the Build and Grow spreads like critical thinking and collaboration. Activity 1 focuses on a critical thinking task and Activity 2 looks at creativity and ‘making’ their project. In Activity 3, pupils are invited to collaborate and communicate in a pair or small group before presenting their project in front of the class in Time to Shine. Make sure that pupils understand the steps to success for the project, to enable them to carry out the project successfully and to the best of their ability. For example, instead of just asking them to create a collage, give them clear stepby-step instructions: 1 Choose a place that animals live near you. 2 Ask and answer questions with a friend. 3 Draw or make a collage and use lots of colour. 4 Show your collage to the class. Show pupils what is required of them. Some pupils may need more support to keep in mind all the key elements of a successful project. Other pupils may be aware of the key elements but may require further suggestions to motivate them to improve. Above all, project work is a chance for pupils to produce the language they have been learning in class and will provide useful assessment and remediation opportunities.

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 7

Time to shine: Activity 8

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5 5 Think about your project. Circle and write. ●

6 Draw or make a park collage. Ask pupils to choose the animals that are going in their park (give a limit/minimum if necessary). They should use the animals they chose in activity 1 and can add more if they wish. Give pupils materials and time to draw/create their collage of their park and animals. Have a completed collage to show them if possible.

●

PROJECT TIP Bring in or display some pictures or plans of parks in your area to give pupils inspiration before they make their collage. Ask pupils if they recognise the park and what animals they think they would see there.

7 Share with a friend. Read through the speech bubbles. Ask pupils to work in pairs. They look at each other’s collages and ask and answer questions about them.

● ●

Time to shine! 8

I play with friends!

I try different food!

al Citiz e ob

OptB

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

●

al Citiz e ob

OptA

●

Show your park collage to the class. A s ss se Read the speech bubble and ask pupils to think of 2 sentences to say about their collages. Give support where necessary. Ask pupils to show their collage to the class (or to a small group if more appropriate) and describe it. In a confident class, have the class ask questions using Is it a… ? for the pupil to answer. Ask pupils if they enjoyed learning about animals. Tell them to find the I can shine! sticker at the back of the book and add it to the page. Gl

●

I appreciate special clothes

Ask pupils when they last saw an animal outside and what things they did to help it (e.g. stayed quiet, left it food).

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

Ending the lesson ●

Have pupils tell a partner their favourite animal from the unit (in English) and why they like it (in L1).

Activity Book page 47

Stick and colour. Then tell a friend. Pupils play spot the difference. They stick the jumbled ‘jigsaw’ pieces from cut-out corners so it makes a scene. Then colour the butterfly a colour of their choice. Use the target language and try to spot the differences between the 2 scenes.

Read. Then think and write. Tell pupils to complete the chart for themselves then describe it to a partner.

Shine

Ask pupils what places they can see in the picture and which animals live there. Ask them to circle two of the places and write the names of two animals that live in them.

●

Tell pupils to colour the corner picture. Ask pupils to look at the Progress Chart for Unit 5 and tick the things they can now do. Home-school link: Pupils make an origami owl and show their family.

Time to shine!

Assess

ACHIEVE The pupil can name animals and insects using I can see a/an… . The pupil can ask and answer about animals using Is it a/an… ? Yes, it is./No, it isn't. ADJUST The pupil can name, ask and answer about animals and insects but with errors in the sentence. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name, describe, ask and answer about the animals and insects using language from previous units. The pupil can help other pupils in class during pair/group work tasks. ➔ Work on pupil's intonation and pronunciation by modeling examples.

OptC

al Citiz e ob

I appreciate special clothes

I try different food!

I play with friends!

I celebrate all families!

I share toys!

Let’s be friends

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Let’s dress up es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 6, the pupils will:

Name or describe people or common objects or express basic opinions in a few words

Identify and understand simple phrases and details within short texts

Talk about familiar topics and express feelings using basic words and phrases

Participate in social exchanges in English

Make a paper doll and have a dress-up party

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Unit overview Target vocabulary Clothes: dress, jumper, pyjamas, shirt, shoes, shorts, trousers, T-shirt Feelings: cold, happy, hot, sad Party clothes: boots, hat, jeans, skirt

Target structures I’m wearing (a) (dress). I’m (cold/happy/hot/sad).

Phonics Functional language

j (jeans, jumper), sh (shiny, shoes)

Wear (a hat)! Yes, OK!

Values Recycling and building I’ve got (pyjamas). Wow! Thanks! A (red skirt). (Two shoes).

Appreciate and understand difference and diversity.

Competency focus Encourage creativity and imagination.

Language stretch Come to my party! Wear a big hat!

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can name items of clothing if supported by pictures. (22)

Use a few single words to name or describe familiar people or objects or express basic opinions

Learners can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures. (19)

Identify and understand simple phrases and details within short texts.

Learners can say how they feel, using a limited range of common adjectives (e.g. ‘happy’, ‘cold’). (22)

Use basic words and phrases to talk about familiar topics and situations or express simple opinions or feelings.

Learners can answer simple questions about things they have, in a basic way. (24)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

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Lesson 1 – Vocabulary

Pupil’s Book page 64 W Wonder: sparking curiosity ond er • Encourage pupils to create questions and make connections to the world around them. • Point to the ‘Wonder’ stepping stone and write We’re learning words for clothes on the board.

Objectives • Lesson aim: to learn vocabulary connected to clothes • Target language: dress, jumper, pyjamas, shirt, shoes, shorts, trousers, T-shirt • Recycled language: big, black, blue, green, red, white; birds, feet, flowers, trees; I’ve got (pyjamas). Wow! Thanks! GSE • Productive: Speaking: Can name everyday objects in their immediate surroundings or in pictures, if guided by questions or prompts. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

Materials: • Audio; Video; Flashcards – Clothes.

Starting the and Gsong m a i n e warm B u i lup W row d g r lesson:

Let’s dress up

●

trousers

Lesson 1

●

What can you see?

6.01

Listen and explore.

jumper

●

Play the Rise and Shine Welcome Song. Encourage pupils to use actions from the Welcome unit. Then practise it with the karaoke version. Lesson 2

shirt

6.03 O Ask pupils what colours1 they can Singsee and act. in the picture then what things (e.g. flowers, I’m wearing a , leaves, birds) they can see on the clothes. Check It’s yellow and red. if pupils can understand/produce theAitems T-shirtof and . 3 shorts clothing you mention. Look at me! Draw pupils’ attention to the glowing leaflet. 2 6.05 Listen andgave tick (✓). Ask in L1: What is it? What does it say? Who it to them?

troduc

Big Picture: What can you see? ●

Shine

ond e

iagn ose

Look at the opening spread. Ask pupils What can you see on the page? Ask them to think about any toys, family members, food or I’m wearing animals they can see. a shirt.

shoes

●

7 5

pyjamas

Tell me!

What colour are your clothes?

144

T-shirt

6.02

Listen, point and say.

3 Stick and say.

Watch and listen.

Vocabulary Clothes

6.01

Listen and explore.

e! the can shin Ask pupils to look at the main Ipicture. Play audio and tell pupils to point to each item of 3 What are you wearing today? Say. 8 dress clothing as they hear it. Ask a follow-up question e.g. What colour are the flowers in I’mElena’s wearing a blue T-shirt. wearing get I’m pupils hair? SUPPORT Before listening, brown trousers. thinking about clothes by asking them to say the words in L1. STRETCH Ask pupils to listen I can talk about my clothes. for additional words to describe the clothes (e.g. size, colour). Play the audio again if necessary. Song and structures I‘m wearing (a blue T-shirt). 65

Starting the lesson

Song

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

Extra activity

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6 ●

Ending the lesson

Listen, point and say.

3 Stick and say. ●

Help pupils find the stickers in the back of their books. Point to each one, say What’s this? and elicit the words for them then ask pupils to put them in the correct place on the page.

Extra activity

●

t’

s Revie

Pupils find the clothes in the picture and tick them off. Set a time limit if necessary.

Write and match. Pupils copy the words from the wordpool into the correct lozenge and match the word to the item of clothing in the picture.

ANSWER KEY: a Clothes Extra time. Pupils say the words in alphabetical order. ANSWER KEY: dress, jumper, pyjamas, shirt, shoes, shorts, trousers, T-shirt

Watch and listen.

Revise clothes vocabulary using flashcards. Tell pupils they are going to watch a video about carnival. Before watching, pre-teach some vocabulary, e.g. party, costume. Play the Dress up video.

Activity 1

After watching, ask pupils what clothes they could see in the video (answers may vary but pupils should be able to recognise: a skirt, a shirt, trousers, a dress, shoes).

WONDER HELPER

Activity Book page 48

Wonder Helper. Pupils match the middle picture to picture a or b and then colour the picture.

FUTURE SKILLS: enquiry and imagination In L1, ask pupils to think about why different people might wear different clothes (e.g. the weather in their country, the job they do, their size).

Have pupils work in pairs and find another page in the Pupil’s Book (from any unit) with different characters/ people on it. Have one pupil describe the clothes of someone on the page and the other pupil point to the correct person. Then they swap roles.

ANSWER KEY: 1 pyjamas, 2 jumper, 3 dress, 4 T-shirt, 5 shirt, 6 shoes, 7 trousers, 8 shorts

Ask pupils to write sentences about their clothes at home saying if they have an item of clothing that they really like/don’t like.

●

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hold up each card for them to say without prompting and ask them to point to each item of clothing on the page. Ask pupils questions about the clothes, e.g. What colour is the (dress)?

Wonder

●

6.02

Assess

Read Bruno’s question. Ask pupils to look at their clothes and describe them. If there’s time, pupils can describe their favourite outfit. Ask pupils (in L1) if they like wearing bright colours.

Dexter Elena Dexter Elena Bruno Dexter Dexter Elena Dexter

Audioscript

Hi, Elena! I like your dress! It’s red and green! Thanks! And look at my feet! Ha ha! Big shoes! And trousers? Yes! I’m wearing black trousers. I’m wearing a blue jumper, a dress and shoes! And I’ve got pyjamas! Wow! Birds and trees! I like your pyjamas, Bruno! Look at me! Green shorts and a white T-shirt. Here Dexter. A shirt for you! Wow! Thanks! I like flowers!

Activity 2 trousers a jumper shorts a shirt pyjamas shoes a T-shirt a dress

Practice: Activity 3

Real-world video: Activity 4

Activity 4

Wonder Helper

Activity Book: Practice

Learning path

Ending the lesson

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Lesson 2 – Song

Pupil’s Book page 65 W Wonder: sparking curiosity ond er • Engage pupils with the Big Picture by writing categories on the board (in L1), e.g. Clothes we wear in summer, Clothes we wear in winter. • Point to the ‘Wonder’ stepping stone and write We’re learning to describe what we’re wearing on the board.

Objectives • Lesson aim: to sing a song about clothes • Target language: I’m wearing (a) (dress). • Recycled language: birds, dress, pyjamas, shirt, shoes, shorts, trees, T-shirt; big, black, blue, green, red, yellow GSE • Productive: Speaking: Can name everyday objects, animals or people around them or in pictures using single words. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

nd er

rousers

ma ine g

Build

Lesson 2

jumper

6.03

Shine

Grow

Sing and act.

S On

6.05

Starting the lesson ●

g ●

●

Listen and tick (✓).

●

shirt

I’m wearing a shirt.

dress

Ask pupils to work in pairs to create another verse using the clothes they are wearing. Help with any extra items of vocabulary they may need.

3 What are you wearing today? Say. I’m wearing a blue T-shirt. I’m wearing brown trousers.

and listen.

Sing and act. Play the audio and ask pupils if they heard any words for clothes. Play the track again and ask pupils to sing along and wave when they sing Look at me! Hold up the flashcard for each item of clothing and ask pupils to mime how they put it on. Play the song again. Divide the class into 3 groups. Each takes a character’s verse and mimes putting on their item of clothing. The whole class joins in with Look at me! When pupils are confident with the words, play the karaoke version (audio track 6.04) and have them sing along. 6.03

Extra activity

I can shine! 8

Ask pupils to describe what you are wearing today. Ask them to include colours if possible. Ask if they can remember what you wore in the last lesson.

I’m wearing a , It’s yellow and red. A T-shirt and . Look at me!

shorts

Materials: • Audio; Flashcards – Clothes; colouring pencils.

I can talk about my clothes.

●

Song and structures I‘m wearing (a blue T-shirt).

65 ●

6.05

Listen and tick (✓).

Practice using the target vocabulary by pointing to the pictures of clothes on the page and asking What’s this? Then play the audio and ask pupils to listen to Mia describing what she’s wearing then tick the items she mentions. Remind them to listen for the colours, too. ANSWER KEY: T-shirt, trousers, shoes, shirt

146

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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6 ●

3 What are you wearing today? Say. ● ●

Have pupils read the example sentences. Practise saying I’m wearing (a)… with pupils. Remind them they don’t need a with plural items, e.g. shoes, trousers.

I can shine!

Assess

ACHIEVE The pupil can say 2 items of clothing they are wearing, including the colour. ADJUST The pupil can say 2 items of clothing they are wearing but makes errors with the complete sentence I’m wearing (a)… . ➔ Support pupils by modelling the sentence slowly so they can copy. Start by using the item of clothing then add the colour when they are more confident.

Activity Book page 49

6.06 Listen and colour. Tell pupils to listen and colour the clothes in the picture.

ANSWER KEY: 1 green T-shirt, 2 blue dress, 3 yellow shirt, 4 red jumper

Look at Activity 1. Then read and write. Pupils look at the pictures, read and write the correct word to complete each sentence.

ANSWER KEY: 1 purple shorts, 2 black shoes, 3 pink trousers, 4 blue shirt

Tick (✓) and say. Then tell a friend. Pupils tick the clothes they are wearing and say I’m wearing… . More confident pupils can include the colour of the clothes.

Pupils colour the Wonder checkpoint pebble. Extra time. Pupils choose the favourite item of clothing from Lesson 1 then write the word carefully.

Activity 1 Dexter

EXCEED The pupil can say 4 items of clothing they are wearing, including the colour. ➔ Ask pupils to describe the clothing of other people in the class using I’m… .

●

Give pupils time to put their Wonder checkpoint sticker on the page.

Elena

Bruno

Ending the lesson ●

Describe the clothes of a pupil in the class and ask pupils to guess who you are describing. That pupil then describes someone else.

Wonder

Ask pupils What colour is Mia’s shirt? SUPPORT Pause the audio after each sentence to give pupils time to tick. STRETCH Ask if pupils can remember any phrases Mia said. Play the audio a few times until they can repeat it accurately.

Audioscript

I’m wearing a shirt, It’s yellow and red. A T-shirt and shorts. Look at me! I’m wearing a dress, It’s red and green. Big, black shoes. Look at me! I’m wearing pyjamas, With birds and trees. I like pyjamas, Look at me!

Activity 2 Mia

I’m wearing a T-shirt. I’m wearing trousers and shoes. I’ve got a shirt. It’s blue.

TEACHER TIME TO SHINE: using flashcards Recycling language is a key factor in retaining and learning it. Consider ways of incorporating language from previous units into current lessons. For example, pupils use photos of their family from Unit 2 and describe what a family member is wearing.

I can shine: Activity 3

Activity Book: Practice 1 and 2

Ending the lesson

Learning path

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Lesson 3 – Story

Pupil’s Book page 66 Im Imagination: fostering imagination agine • Encourage pupils to be imaginative and creative. Invite pupils to act out the unit story, playing the characters or telling it with their own words and gestures. • Point to the ‘Imagine’ stepping stone and write We’re learning to understand and act out a story on the board.

Objectives • Lesson aim: to understand and act out a story • Recycled language: I’m wearing (a) dress. I like (flowers). shorts, shirt, jumper, pyjamas • Receptive language: What are you wearing? I’m (happy). It’s (cold). GSE • Receptive: Reading: Can show interest in an idea using simple language and gestures. • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures.

onder

Lesson 3

agine

Build

6.07

●

I’ve got a jumper.

Listen or watch.

No thanks, Mum.

Elena! What are you wearing?

Towers

Shine

Grow

1 Which clothes can you see in the story? Tick (✓).

Materials: • Audio; Video; Story cards; colouring pencils.

ANSWER KEY: 1 pyjamas, 2 shirt, 3 dress, 4 trousers, 5 shirt, 6 jumper

It’s a dress! I like this dress.

Let’s imagine!

Er … Dexter! Your shirt!

RECEPTIVE SKILLS TIP Before listening to the story, ask pupils to talk with a partner and imagine what the characters are saying in each frame (in L1 if necessary).

I can shine!

Design a T-shirt for Mia.

3 What is Elena wearing? Circle. a shirt and shorts

a dress

Yes! I’m wearing a shirt. I like flowers. I’m happy!

pyjamas

4 Act out. I can understand a story about clothes.

Story value A story about clothes

Story language What are you wearing? I’m wearing (a dress).

Starting the lesson ●

Ask pupils to point to the frame where they can see each item of clothing. SUPPORT Give pupils the first letter of each item of clothing before they start looking for it. STRETCH Ask pupils to say the item of clothing for each fabric.

2 ●

Describe what you are wearing. Make some sentences correct and some incorrect, e.g. I’m wearing black trousers; I’m wearing blue and pink pyjamas. Ask pupils to say Yes or No depending on the sentence. Then in pairs, ask pupils to say true and false sentences about what they are wearing. FUTURE SKILLS: enquiry and imagination In L1, ask pupils to think about people they have seen from other countries on TV or in magazines. Ask them to say what clothes they are/were wearing and if they would wear the clothes to a party.

●

Play the audio and ask pupils to follow the story in their books and repeat the words together. Then play the video. Let confident pupils choose a character and play the video without sound, letting them play the characters. SUPPORT Pause the audio/video after each frame and review what has happened by asking questions in L1, e.g. What can Elena hear? What’s Bruno wearing? STRETCH Ask more confident pupils to say which characters like their own clothes.

1 ●

●

Which clothes can you see in the story? Tick (✓). A s ss se Ask pupils to look at the pictures in Activity 1. Say each item of clothing and ask them to repeat it. Then ask pupils to look quickly through the story and tick the clothes they can see.

148

Listen or watch.

6.07

IMAGINE HELPER

Diagnose

Read Dexter’s instruction. Ask pupils to look back at the story and imagine why everyone is at the park wearing special clothes. Ask them to think about the Wonder item and the music in the background.

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

Imagine Helper

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6 3 What is Elena wearing? Circle. ●

Activity Book page 50

ANSWER KEY: a dress

ANSWER KEY: Dexter

Assess

I can shine!

ACHIEVE The pupil can describe 3 or 4 of the characters’ clothes correctly, using I’m wearing a… .

Find and colour. Then say. Pupils find and colour the clothes in the puzzle.

Draw and colour. Write for you. Then say. Pupils draw the clothes they’re wearing and colour them in. Then they write and say.

Pupils colour the Imagine checkpoint pebble.

ADJUST The pupil can describe 2 or 3 of the characters’ clothes correctly but without using I’m wearing a… accurately. ➔ Help pupils by building up the phrase word by word and reviewing the items of clothing with flashcards.

Extra time. Pupils rate the story and tell a friend.

Activity 2 1

EXCEED The pupil can describe all the characters’ clothes correctly. ➔ Ask pupils to describe additional details for each character’s clothes, e.g. I’m wearing a blue T-shirt.

2 3

●

Give pupils time to put their Imagine checkpoint sticker on the page.

4 Act out. ●

●

Who is happy? Look and circle. Pupils look at the pictures then circle the correct character.

Imagine

Pupils look at Elena’s clothes in the story and circle the correct item.

Put pupils in 4 groups. Give each group a set of story cards. Ask them to choose a character from the story and repeat their lines as they hear them. Play the audio and pause after each frame. Encourage pupils by pointing to the characters and reading their lines for them to repeat. Give pupils time to put their Imagine checkpoint sticker on the page. SUPPORT Pupils can choose one or two frames to act out. STRETCH Pupils can add an additional scene.

Elena Bruno Elena Mia Elena Mia Dexter

4 Bruno Mia 5 Elena Dexter Mum 6 Mum Bruno 7 Elena Mia 8 Bruno

Audioscript Listen! Let’s go! But I’m wearing pyjamas! That’s OK. Elena! What are you wearing? It’s a dress! I like this dress. Er … Dexter! Your shirt! Yes! I’m wearing a shirt. I like flowers. I’m happy! Ha ha! I’m wearing a shirt and shorts. Bruno! I can see pyjamas! It’s cold! Oops! Hi, Mum! Err … Hello, Mrs Santos. Hi, Dexter! I like your shirt. Here, Bruno. I’ve got a jumper. No thanks, Mum! Look, Mia! Flowers! Oh! Thank you! Dexter, Elena, Mia! Look!

Story extension activity ●

After pupils have finished reading, ask them to close their books. Play the audio again, pausing before they hear any clothes items or adjectives. Have the class say which word they think comes next. If they can’t remember, allow them to do the exercise with their books open.

Ending the lesson ●

Put all the clothes flashcards up on the board and give pupils 10 seconds to remember them. Ask them to close their eyes and remove one card. Tell them to open their eyes and guess which card you removed. One point for the right answer. Repeat, removing other items allowing pupils to revise all new language.

Extra activity

I can shine: Activity 3

Story extension

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 4 – Grammar and vocabulary

Pupil’s Book page 68

Objectives • Lesson aim: to talk about feelings • Target language: I’m (cold/happy/hot/sad). • Recycled language: I’m wearing (a)… ; dress, jumper, pyjamas, shirt

Materials: • Audio; Flashcards; colouring pencils.

W Starting o n d e r themlesson agine

Lesson 4

●

Listen and find.

6.08

6.09

Listen and match. Say.

6.10

sad

hot

cold

●

Listen and say. I’m happy.

C h a nt

I’m wearing a jumper. I’m hot. I’m wearing pyjamas. I’m cold. I’m wearing a shirt. I’m happy. I’m wearing a dress. Oh no! I’m sad!

Shine

Grow

Draw an emoji style face with a smile on Lesson 5 then something to show feeling hot the board or cold. Tell pupils in L1 the emoji shows how 1 6.11 Listen and match. Circle and say. you feel right now. Ask pupils to draw their own 1 2 3 Ask if they 4 emoji to show how they’re feeling. know any words in English to describe what they have drawn. D

happy

Build

iagn ose

a 6.08

b find. Listen and

Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then hot / cold happy / sad hot / cold happy / sad hold up each card for them to say without 6.12 andplay. ask them to to each 2prompting Look and 3 point Listen and emoji say. on the page. SUPPORT Pause when any of the y sounds wearing target I’m vocabulary comes up inMthe audio. Hold shorts. Brr! up the flashcard and check pupils understand the word before they find it in the picture. Cold! STRETCH Ask pupils if they can remember the last time they felt the emotions.One, two - shiny shoes.

One, two, three - jumper and jeans!

4 Follow and write. Act out with a friend. 1 2 3 4

I’m

e! I can shin RECEPTIVE SKILLS TIP

Ask look all the characters before 4 pupils Cutto out andat play! listening and think what they may be feeling (in L1) and why they might be feeling that. I’m wearing

b c

pyjamas. I’m cold!

d ●

●

Vocabulary and structures Feelings; I’m (happy).

●

150

6.09

Listen and match. Say.

Ask pupils to look again at the pictures and I can describe my clothes and feelings. listen to the new words. Play the audio, pausing afterDescribing each clothes wordandfor Communication feelings; sounds sh and j 69 pupils to match the word to the emoji. Point to each emoji and ask pupils which character feels that way. Then ask them to repeat the word. SUPPORT In L1, ask pupils what makes them happy and sad and when they usually feel hot or cold. STRETCH Ask pupils to explain in L1 why they think each character is feeling the way they do.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

Presentation: Grammar

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6 ANSWER KEY: Dexter – happy, Elena – hot, Bruno – cold, Mia – sad

●

6.10

Listen and say.

Say I’m wearing a shirt, I’m wearing a jumper. Ask pupils if they can remember what each character says next. Hold up two fingers to show there are two words. Ask pupils to read the chant as you play the audio. Play the track again for pupils to read the chant aloud. Ask pupils to think of an action or facial expression for the adjectives. Play the audio again for pupils to act while they sing. Initially have pupils say just the nouns and adjectives (e.g. jumper, hot, hot, hot) then build the first sentence from wearing a jumper, hot, hot, hot, to I’m wearing a jumper. hot, hot, hot and finally I’m wearing a jumper, I’m hot, hot, hot.

Extra activity

ANSWER KEY: 1 I’m cold. 2 I’m happy. 3 I’m hot. 4 I’m sad.

Ask pupils to turn back to the Big Picture and say if they think any of the other characters in the picture are happy, sad, hot or cold.

Activity Book page 51

Activity 1 Dexter Elena Bruno Dexter Mia

Ask pupils to follow the paths, look at the pictures and then complete the lozenges with the correct words. In pairs, have them act out feeling hot, cold, happy or sad for a partner to guess. ANSWER KEY: 1 b happy, 2 d hot, 3 a cold, 4 c sad

Audioscript

Ha ha! Look! I’m wearing a shirt. I’m happy! Phew! I’m wearing a jumper. I’m hot! Brrr … I’m cold! I’m wearing pyjamas. What about you? Are you hot or cold today? Oh, dear! Mia … ? Oh, no! I’m sad …

Activity 2 happy

4 Follow and write. Act out with a friend.

sad

hot

cold

Activity 3 Elena

Let’s go everybody, listen to me! I’m wearing a jumper. I’m hot. I’m wearing pyjamas. I’m cold. I’m wearing a shirt. I’m happy. I’m wearing a dress. Oh no! I’m sad. Now, come on everybody chant with me! (Repeat verse)

Ending the lesson ●

Read and write. Ask pupils to complete the sentences.

Extra time: Ask pupils to think of their favourite clothes, then draw them and tell a friend.

Read the sentence in the box. Hold up three fingers to show the number of syllables in pyjamas and which syllable is stressed (the 2nd syllable). Have pupils repeat the word before practising the whole sentence. Then practise completing the sentence with different items of clothing.

●

Trace. Then read and circle. Pupils look at the emoticons, trace the words and circle the correct emoticon.

ANSWER KEY: 1 hot, 2 happy, 3 sad, 4 cold

BUILD HELPER

●

Build

TEACHER TIME TO SHINE Motivate pupils by making new language relevant to them. Ask pupils to bring in their favourite illustrated books. In pairs or small groups have them describe a picture of their favourite character, saying what he/ she is wearing and how he/she is feeling (using I’m wearing …/I’m …).

Say some of the food items pupils learnt in Unit 4 and have pupils say if they usually eat them hot or cold (or both). Write the foods in two columns on the board. Have pupils add any other foods they know in English.

Build Helper

Practice: Activity 4

Extra activity

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 5 – Communication

Pupil’s Book page 69

Objectives • Lesson aim: to describe clothes and feelings. To practise the sounds j/sh • Speaking function: to talk about feelings. • Recycled language: shirts, shoes, shorts; I’m wearing (a) (jumper). I’m (hot).

ma ine g

onder

Shine

Grow

Build

Lesson 5

ch. Say.

Materials: • Audio; Scissors, colouring pencils, paper.

1 ●

Listen and match. Circle and say.

6.11

4 ●

●

cold hot / cold

appy.

happy / sad

Look and play.

hot / cold 6.12

RECEPTIVE SKILLS TIP Ask pupils to predict what each person might be feeling before they listen by looking at each outfit carefully.

One, two - shiny shoes. One, two, three - jumper and jeans!

I can shine! 4

●

Cut out and play!

●

I’m wearing pyjamas. I’m cold!

●

I can describe my clothes and feelings. Communication Describing clothes and feelings; sounds sh and j

Starting the lesson ●

Look and play. Read the example sentence and demonstrate being cold. Ask pupils what word(s) they could use instead of shorts. Practise saying other sentences using I’m wearing… as a class. Then have pupils think about how they feel (happy, cold, hot, sad) wearing each item. In pairs, ask pupils to say sentences and react to them. Encourage them to give clues to show how they’re feeling by using actions (e.g. holding their brow to show they’re hot, shivering to show they’re cold). As

Mime an emotion from Lesson 4 for pupils to guess. Ask pupils to suggest what has made you happy/sad (in L1).

152

Ask pupils to look at the pictures and say what clothes and body parts they can see. Then ask pupils to listen and match the top halves with the bottom halves. Ask pupils to circle the relevant adjective to match the outfit and say I’m wearing… , I’m… . In L1, ask pupils which outfit they like best and which one they think is suitable for the weather today.

Listen and say.

Cold!

Listen and match. Circle and say.

ANSWER KEY: 1 c cold, 2 a hot, 3 b happy, 4 d sad

happy / sad

My sounds

I’m wearing shorts. Brr!

t. d. y. sad!

6.11

●

sess

6.12

Listen and say.

Point to the pictures of shirts and shoes and say What are these? Answer, Yes, that’s right, they’re sh – sh – shorts, etc. Repeat with the picture of jumpers and jeans j – j – j.

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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6 ●

●

Ending the lesson ●

●

4 Cut out and play! ●

●

● ●

Ask pupils to look at the two backgrounds and say if the weather is hot or cold in each. Then they name the clothes and think about when they might wear them. Give pupils time to cut out the backgrounds, the character and the clothes. They can colour the clothes if there’s time. Read the speech bubble. Tell pupils to put the character against one of the backgrounds and dress him/her in appropriate clothes. Pupils tell a partner what they are wearing and how they feel. FUTURE SKILLS: critical and reflective thinking Ensure pupils have the vocabulary to take turns in the checkpoint task, e.g. It’s my turn. It’s your turn. Encourage pupils to communicate (in L1 if necessary) if they need their partner to speak slower or to repeat what they have said.

●

Give pupils a piece of paper each. Ask them to fold it in half horizontally and, with the fold at the bottom, to draw and colour the top half of a person wearing whatever clothes they want. Ask them to turn the paper over so what they’ve drawn is face down. In groups of 4, they pass the paper to the person on their left. With the fold at the top, ask pupils to draw the bottom half of a person with clothes on and pass it to their left again. That pupil unfolds the paper and describes the picture, saying what the person is wearing and how they think they are feeling.

Activity Book page 52

6.13

Listen and tick (✓). Pupils listen and tick the picture that is being described.

ANSWER KEY: 1 a, 2 b

6.14

Listen and repeat. Colour ‘j’ words in blue and ‘sh’ words in green. Pupils listen and repeat the words then colour the words with the ‘j’ sound in blue and the words with the ‘sh’ sound in green.

ANSWER KEY: Blue: jumper, jeans, jump; Green: shorts, shoes, shirt

Assess

I can shine!

Give pupils time to put their Build checkpoint sticker on the page.

ACHIEVE The pupil can form 2 sentences saying what they are wearing and how they are feeling. ADJUST The pupil can produce a sentence saying what they are wearing and how they are feeling but with some errors in the structures used. ➔ Practise structures by saying gapped sentences to pupils (replacing a word with mm) and having them say what word is missing. Then take 2 words out of the sentence, and so on until pupil can produce the full sentence independently. EXCEED The pupil can produce 4 sentences accurately describing what they are wearing and how they are feeling. ➔ Encourage pupils to use any additional item(s) of clothing or adjectives they may know in English.

Colour clothes for a cold day. Write. Then tell a friend. Pupils choose and colour clothes. They write in WOLs and describe what they’re wearing and how they’re feeling.

Pupils colour the Build checkpoint pebble.

Activity 1 1 Girl 1

2 Boy 1 3 Girl 2 4 Boy 2 Adult

Audioscript

I’m wearing a T-shirt and shorts. No shoes! Brrr! I’m cold. Phew! I’m wearing a big jumper and trousers. I’m hot. I like my dress. It’s purple. I’m happy! Oh no! My white shirt! I’m sad. Oh, dear.

Activity 3 sh – sh – sh shirt, j – j – j jumper One, two – shiny shoes. One, two, three – jumper and jeans!

Phonics practice

I can shine: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

M09_RS_TB1_5935_M09.indd 153

Build

●

Play the audio for pupils to repeat the sounds. In L1, tell pupils their lips should push forward a little bit when they make the sound. Ask pupils to match the pictures to the correct sounds. SUPPORT Look up how the mouth is positioned to make these sounds and draw a mouth on the board to show pupils where the sound comes from in the mouth. STRETCH Ask pupils how many other words they know beginning with sh.

153 2/18/21 12:41 PM

Lesson 6 – Global Citizenship

Pupil’s Book page 70

Objectives • Lesson aim: to learn about clothes for special events in different cultures • Cross curricular/Culture connection: clothing for special events • Global citizenship theme: to appreciate and understand difference and diversity • Target language: boots, hat, jeans, skirt • Recycled language: boots, feet; blue, black, pink, white; I’m wearing (black trousers). I can (dance). I’m (hot).

I try different food!

Materials: obal Citize • Audio; Video; Colouring pencils.

al Citiz e ob

GSE al Citiz al Citiz al Citiz bal Citize e e eindividual ob ob letters. ob • Productive: oWriting: Can trace •OptA Receptive: Listening: Can recognise familiar words in short phrases and Let’s sentences spoken slowly and clearly, if supported by be I share I celebrate all I play with friends toys! families! friends! pictures or gestures.

Growth: Nurturing growth G ro w in society • Promote good global citizenship by encouraging pupils’ awareness of their role in society. Ask pupils to think of how we can all be good citizens (donate old clothes, volunteer in our community). • Point to the ‘Grow’ stepping stone and write We’re learning about clothes people wear for different occasions on the board. Gl

I appreciate special clothes

W Starting agine o n d e r themlesson

Tell pupils you are going to say a place or event (in L1 where necessary). They have to imagine I try different I appreciate food! special clothes what Lessonthey 7 are wearing and tell a partner. Say At a party beach, wedding, party, school, cinema. Allow 2 6.17not Listen 1pupils Readto and number. use L1 for items they may haveand check. learnt yet.

I celebrate all families!

I play with friends!

Lorem ipsum

Listen, look and find.

boots

6.16

hat jeans

Listen and point. Say.

I celebrate all families!

I play with friends!

ob ●

ize

… a hat!

Listen and point. Say. l Ci a tiz … pyjamas! e ob

Saturday,

boots / ears, and

Come to my party! Wear a big hat!

RECEPTIVE SKILLS TIP! Before doing the task, tell pupils they will I can invite friends hear words they know from previous to alessons party. (e.g. colours, feelings or parts of the body). Everyday English Inviting to a party; Come tothem my party! Wear (a big hat)! 71 Tell them toMyuse what they know to help find the right pictures and new items.

Have you got special clothes? When do you wear them?

154

6.16

Tell pupils…to listen for the in thefour new words for big ears! park! items of clothing. I try different I appreciate special clothes ●food! Play the audio, pausing after each section for to point the correct picture. 3pupils And you? Circleto and write. shine! I canto ● Play the track again, pausing for pupils a shirt the a hat shoes jeans repeat words. 4 Let’s dress up for a party! ● Ask pupils if they heard anything else each character said. Prompt them with I’m, I can, I’ve Come toIf pupils are finding it difficult, got. SUPPORT ty! ss-up paragain dre a use the flashcards to consolidate the . dresspupils ial jumper / Ask Wear a spec to try to say I’m words. STRETCH wearing …/ .T-shirt, big skirt Wear a(a)

Think and share!

iagn ose

2 al Cit

al Citiz e ob

I appreciate

Wear Play…special theclothes audio

and ask pupils to point to a dress! each item…of clothing on the page. D

I share toys!

●

Let’s be friends

3 Match and say.

al Citiz e ob

I try different food!

al Citiz e ob

I play with friends!

al Citiz e ob

I celebrate all families!

I share toys!

Come to my look ty!and find. ss-up par dreListen,

6.15

OptC Let’s be friends

skirt

6.15

I appreciate special clothes

Let’s be friends I share toys!

Lesson 6

Shine

Grow

●

OptB

OptD

Build

Watch and listen.

Global Citizenship Special clothes

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Extra activity

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6 3 Match and say.

Ending the lesson

FUTURE SKILLS: critical and reflective thinking Ask pupils to think about where the people in the pictures might be going or what they might be doing.

Watch and listen. Revise the unit vocabulary using flashcards. Play the Dress up video. After watching, ask pupils what clothes and costumes they could see in the video (answers may vary but pupils should be able to recognise: a skirt, a shirt, trousers, a dress, shoes, a hat, a teddy bear costume, a flower costume). To encourage all of the pupils to participate, you can ask about the colours they could see in the video, too.

●

Ask pupils to close their books. Tell them you are thinking of one of the pictures and describe one item of clothing (e.g. blue jeans). Ask pupils if they can remember what else that person is wearing. Do the same for all the photos, then ask pupils to check in their books.

Background information (Culture and CLIL) In this lesson, pupils look at different ways of dressing around the world, in terms of traditional dress or costume and differences in day-to-day clothes. Before the lesson, research what types of event particular clothes in the photos would be worn for. If possible, bring in item(s) of clothing (traditional ones from your country or other countries) for pupils to describe and try on.

Activity Book page 53 (Lessons 6 and 7)

Look and write. Then say. Pupils look at the pictures then write the clothes on the lines below.

ANSWER KEY: 1 jeans, 2 skirt, 3 boots, 4 hat

Activity 2 1 Boy

GROW HELPER

I try different food!

3 Boy

I’m wearing a big black hat and a shirt. I’m hot! I’m wearing a skirt. It’s blue and pink. I’ve got white shoes, too. I can dance! I’m wearing a shirt and blue jeans. I’m wearing a hat. Look at my feet. I’ve got boots.

al Citiz e ob

I play with friends!

2 Girl

Audioscript

OptB

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

OptA

al Citiz e ob

Ask pupils to read Granny Belinda’s question. In L1, ask pupils to think if they have any special clothes. What do they look like and when do they wear them? Ask pupils whether their special clothes are traditional clothes for their country. Ask them to describe (in English if they can) the traditional clothes in their country and say when they are worn.

Grow

Ask pupils to look at the pictures in Activity 1 and tell you what they can see. Tell them they need to find the right outfits for the boy and girl in Activity 3. Then ask them to match the clothes to the dolls. ● In pairs, pupils describe an outfit to their partner using I’m wearing … and I’ve got … . SUPPORT In the first stage of the exercise, play the audio from Activity 2 again, pausing after the two relevant descriptions so pupils can hear the clothes and colours again. STRETCH Ask pupils to add information for what each character is feeling, e.g. I’m happy/cold. ●

I appreciate special clothes

Ask pupils to think about how clothes are different around the world and why that might be. Ask them to think about weather, religion and culture. Remind pupils that it’s important to respect the choices people make with their clothes.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

OptC

al Citiz e ob

I appreciate special clothes

I try different food!

I play with friends!

I celebrate all families!

I share toys!

Let’s be friends

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Practice: Activity 3

Grow Helper

Our World video: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB1_5935_M09.indd 155

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Lesson 7 – My Everyday English

Pupil’s Book page 71

Objectives • Lesson aim: to use imperatives to say what to wear to a dress-up party • Functional language: Wear a… • Text type: party invitation • Recycled language: cat, dress, ears, jeans, skirt, T-shirt; black, special; I’m wearing… . I’m (cold/happy).

I play with friends!

ma ine g

onder

Build

I try different food!

I play with friends!

6.17

●

Listen and check. 2

Come to my dress-up party!

I try different food!

Starting the lesson

At a party

1 Read and number.

point. Say.

Shine

Grow

I appreciate special clothes

Lesson 7

Materials: • Audio; Video; Flashcards.

I play with friends!

GSE • lProductive: Speaking: Can respond to offers or suggestions, using al Citiz a Citiz e e ob ob fixed expressions. • Productive: Writing: Can copy some short familiar words presented in standard print form. I try different I appreciate clothes • food!Receptive: special Reading: Can understand some simple, everyday signs. n

al Citiz e ob

I appreciate

Wear …special clothes

●

… a dress!

al Citiz … pyjamas! e ob

I play with friends!

al Citiz e ob

… big ears!

I try different food!

… a hat! al Citiz e ob

Saturday, in the park!

I appreciate special clothes

3 And you? Circle and write. a shirt

a hat shoes

jeans

I can shine!

Come to my party! Wear a big hat!

boots / ears, and !

I can invite friends to a party. My Everyday English Inviting to a party; Come to my party! Wear (a big hat)!

Read and number.

Ask pupils to read the party invitation then look at the list of clothes/body parts, find them in the pictures and write the correct numbers. Check as a class. SUPPORT Before doing the matching activity, point to your nose and say What’s this? to help pupils review the body parts. STRETCH After the activity, ask pupils to make a new sentence, mixing verbs and body parts.

71 ●

● ●

156

sess

Wear a special jumper / dress. Wear a skirt / T-shirt, big

ANSWER KEY: 1 big ears, 2 a hat, 3 a dress, 4 pyjamas

4 Let’s dress up for a party!

Come to a dress-up party!

es? ?

Draw some balloons, crackers and a cake on the board, mime being at a party and having fun. Ask pupils Where am I? and teach the word party if necessary. Ask pupils to tell a partner what they like to wear to parties and how they feel at parties.

sess

6.17

Listen and check.

Tell pupils they are going to listen to four conversations. Ask them to check the numbers they wrote in Activity 1. Play the audio. Check pupils’ answers.

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

M09_RS_TB1_5935_M09.indd 156

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6 3 And you? Circle and write. ●

TEACHER TIME TO SHINE: speaking in class Give pupils an opportunity to practise the speaking activity a few times with different partners first, while you circulate and note any common errors. Correct any errors together as a class then have pupils do the activity again with a different partner in front of a small group or the rest of the class.

Pupils colour the Grow checkpoint pebble. Extra time. Pupils tell a partner what their favourite special clothes are.

Activity 2

●

Ask pupils to look at the photos and say what the children are wearing using I’m wearing (a)… . Read the speech bubble and practise the phrases Wear a… and Yes, OK. In pairs, ask pupils to imagine they are going to a dressup a party. They say what they are wearing then suggest an item of clothing for their partner to wear.

Boy Girl Boy

I’m wearing jeans. Wear a hat! It’s a dress-up party! Ha ha! Good idea.

Girl

I’m happy! I like dress-up parties. I’m wearing a black skirt and a black T-shirt. I’m a cat. Miaow! Wear big ears. Yes, OK!

Boy Girl 3

Girl Boy Girl

Assess

I can shine!

ACHIEVE The pupil can say what he/she is wearing and suggest an item for their partner to wear using correct structures.

Audioscript

4 Let’s dress up for a party! ●

Draw special clothes for your friend. Write. Then act out. Pupils draw clothes for a friend, complete the sentence then show their partner and act out the scenario.

Grow

●

Activity Book page 53 (See Lessons 6 and 7)

Read the words in the wordpool and ask the pupils to repeat after you. Then read the invitation. Ask pupils to choose a word to circle in each sentence and copy a word into the gap.

4 Boy

It’s a dress-up party! I’m wearing a dress. My special dress. Brr! I’m cold. Wear a jumper. Yes, OK. I’m wearing pyjamas! My special pyjamas! I’m happy!

ADJUST The pupil can say an item of clothing he/ she is wearing and make a suggestion but with mistakes in the structure. ➔ Practise the example sentences again, building up word by word and line by line. EXCEED The pupil can say 3 or 4 items that he/she is wearing and can suggest items for their partner to wear. ➔ Ask the pupil to include additional information (e.g. colour, size) for the clothes.

●

Give pupils time to add their Grow checkpoint sticker to the page.

Ending the lesson ●

Tell pupils to imagine a party. In L1, tell them to think of 3 types of food/drink they would have, 3 people they would invite and what they would wear. Ask them to think of these words in English. Pupils share their ideas with a partner.

I can shine: Activity 3

Activity Book: Practice

Extra activity

Ending the lesson

Learning path

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Lesson 8 – Review

Pupil’s Book page 72

Objectives • Lesson aim: to review the language from Unit 6 • Revised language: dress, jumper, pyjamas, shirt, shoes, shorts, trousers, T-shirt; I’m wearing (a)… , I’m (hot).

Materials: • Flashcards.

W Starting themlesson agine onder

Let’s

stume! make a special co

Step 1

●

Review

1 Find and write. dress jumper pyjamas shirt shoes shorts trousers T-shirt s T●

s s p d t

2 Tick (✓) the clothes you are wearing. Then write. and

3 Circle how you feel. Tell a friend. I’m wearing a jumper. I’m hot!

●

Unit review Unit objectives review

●

158

Ask pupils to look back through the unit, decide which was their favourite lesson and say why (in L1 if necessary).

Step 2

Create

Display pictures of clothes pupils have 6 5 learnt inThink the unit. pupils 2–3 minutes to a special Make aboutGive a special party costume doll. Drawthem. and write. look andcostume. remember Remove the pictures and askMypupils tocostume. work in pairs or small groups special to remember as many as they can in 1 minute. wearing AskI’m groups for their answers and write correct and . ones on the board. D

iagn ose

7 language Invite a friend to your The Review consolidates the target party! of the unit from the I can shine! checkpoints, I’m wearing ! and helps prepare pupils for the unit projects. to my party! Vocabulary from the Wonder spread isCome Wear a big hat! reviewed through reading and writing in Time to shine! Activity 1. The story ideas from the Imagine spread are reviewed in Activity The speaking 8 Share your special costume2.dolls. element in Activity 3 consolidates the target structures and language of the Build spread. wearing a hat. AskI’m pupils to read the words in the wordpool. I’m happy. Help them with pronunciation and ask them to repeat after you to check they are using correct intonation. Then ask them to find the clothes in the picture I can appreciate special clothes! and copy the word on the right line, using the first letter of the words to help them. Unit project A special costume doll 73 Ask them some follow-up questions like What colour are the pyjamas? Is the jumper big or small? SUPPORT Review the clothes in the wordpool by putting flashcards on the board and asking pupils to point to the correct ones. STRETCH Ask pupils to give more information about each item of clothing.

Starting the lesson

Learning path

Song

Review: Activity 1

Review: Activity 2

Extra activity

M09_RS_TB1_5935_M09.indd 158

S hine

and 1 FindLook at write. me! ●

4 Think! What are your favourite clothes? Write. I like my

Grow

Step 1: Review

I’m wearing

Build

2/18/21 12:41 PM

6 ANSWER KEY: shoes, T-shirt, jumper, shorts, shirt, pyjamas, dress, trousers

●

● ●

Use this space to take notes on what your pupils might need to revisit based on their performance in the review lesson.

Ask pupils to read the speech bubbles. Ask pupils to read the list of clothes in Activity 1 and write the things they want to say they are wearing in the gaps. SUPPORT Show pupils what you’re wearing and ask them to tell you what colour it is. STRETCH Ask pupils to say something extra about each item of clothing e.g. I’m wearing a white T-shirt.

3 ●

●

sess

Shine

2 Tick (✓) the clothes you are wearing. Then write. ●

Unit 6 review notes

Circle how you feel. Tell a friend.

Ask pupils to think how they feel and to circle the emoji to show if they’re hot, cold, sad or happy. Read through the speech bubble with pupils. Pupils read their sentences from Activity 1 to a partner and say how they feel. Nominate a few pupils to say their sentences to the class.

4 Think! What are your favourite clothes? Write. ●

Pupils think about their favourite clothes and complete the sentence.

Ending the lesson ● ●

●

Tell pupils they learnt 12 items of clothing in the unit. In pairs or small groups, give pupils 2 minutes to see how many words they can remember with books closed. Write correct answers on the board. Ask pupils to open their books and check for any they’ve missed. Ask them which part of the body they usually wear each item of clothing on.

Activity Book page 54

Trace and write. Pupils trace the clothes in the pictures then write the words to complete the sentences.

ANSWER KEY: 1 a T-shirt, shorts, shoes, 2 trousers, a shirt, a jumper

Trace and match. Then act out. Pupils trace the words then match the pictures to the speech bubbles and words and act out the feelings.

ANSWER KEY: 1 I’m hot., 2 I’m cold., 3 I’m happy., 4 I’m sad. Extra time: Pupils complete the sentence. ANSWER KEY: hat

Review: Activity 3

Review: Activity 4

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s make a special costume! Objectives • Lesson aim: to create a special outfit for a dress-up party • Revised language: I’m wearing a (dress). I’m a (ladybird). Wear (black) (shoes). I’m (happy).

Materials: • Scissors, glue, colouring pencils.

ma ine g

onder

Step 2 5

Build

Grow

S hine

Starting the lesson ●

Think about a special party costume. Draw and write.

Make a special costume doll.

●

I’m wearing and

7 Invite a friend to your party!

I’m wearing

●

! Come to my party! Wear a big hat!

Time to shine! 8

Share your special costume dolls.

Look at me! I’m wearing a hat. I’m happy.

●

I can appreciate special clothes!

Unit project A special costume doll

160

wearing mper. m hot!

Ask pupils what their favourite outfit was in the unit. Ask them to describe it to a partner.

Step 2: Create

Create

My special costume.

ers T-shirt

Pupil’s Book page 73

Choose what your doll is going to wear Draw it on the paper. Use lots of colour. Cut it out and show it to the class.

Show pupils what is required of them. Some pupils may need more support to keep in mind all the key elements of a successful project. Other pupils may be aware of the key elements but may require further suggestions to motivate them to improve. Above all, project work is a chance for pupils to produce the language they have been learning in class and will provide useful assessment and remediation opportunities.

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 7

Time to shine: Activity 8

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6 5 Think about a special party costume. Draw and write.

●

PROJECT TIP Give pupils a time limit to make one item of clothing for their paper doll. When time is up, they have to show their doll to their partner for suggestions. With more confident classes, add more time limits and have pupils show their doll at different stages to different partners. After the activity, display the paper dolls on a wall in the classroom. Ask pupils to vote for their favourite/ most colourful/most interesting outfits.

Ending the lesson ●

Ask pupils to look back through Units 1–6. Ask pupils to think what their favourite topic was. Have a class vote on the most interesting topic.

Activity Book page 55

Stick, draw and colour. Then play the game. Pupils use a coin to play the game. They move 1 space for heads, 2 spaces for tails. They start at the left side of board and follow the adjoining triangles, then move down onto the second row and finish in the appropriate triangle. They stick the pictures of clothes items on the corresponding star-patterned triangles. They colour the 3 black outline pictures and one of the 2 faces on each triangle. They then draw a clothes item of their choice in an empty grey triangle. Pupils toss the coin, land on a triangle and use TL according to what’s on the triangle. They then swap game grids and play on their partner’s grid, which will be slightly different. Encourage pupils to use TL from the whole unit to play the game.

Read. Then think and write. Pupils read the chart and complete it for themselves then tell a partner.

6 Make a special costume doll. Ask pupils what the girl is wearing and what animal/ insect she is dressed up as. Ask pupils to read the example sentences. In pairs or small groups, ask pupils to draw or cut out clothes for their paper dolls. Encourage pupils to show their partner/group after they have chosen one item of clothing, so they can suggest what else to add to the outfit.

●

● ●

7 Invite a friend to your party! Ask pupils to work in pairs. They invite their partner to their party and ask them to wear an item of clothing.

●

Time to shine! 8

I play with friends!

al Citiz e ob

I try different food!

al Citiz e ob

OptB

al Citiz e ob

I celebrate all families!

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

OptA

●

sess

●

Share your special costume dolls with the class.

Ask pupils to look at the photo and read the example sentence. Pupils think about what the dolls are wearing in the photo and practise saying it to a partner. Then in small groups or in front of the class, ask pupils to describe what their dolls are wearing and how they are feeling. Less confident pupils can say 1 or 2 items, more confident pupils can say more than 2 items and also describe the colours or sizes. Gl

●

I appreciate special clothes

Ask pupils to look at the paper dolls and say if any of them are wearing traditional clothes from another country. Ask pupils to say (in L1) what they like about clothes from other countries.

Let’s be friends I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

al Citiz e ob

Time to Shine!

Assess

ACHIEVE The pupil can name clothes using I’m wearing… . The pupil can invite others to a party using Come to my party. and suggest what to wear using Wear a… . ADJUST The pupil can name clothes, invite to a party and suggest what to wear but with errors in the sentence. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name clothes, invite to a party and suggest what to wear using language from previous units. The pupil can help other pupils in class during pair/group work tasks. ➔ Work on pupil’s intonation and pronunciation by modelling examples and asking extra questions.

al Citiz e ob

I share toys!

Let’s be friends

Lorem ipsum

OptC

Pupils colour the corner picture. Ask pupils to look at the Progress Chart for Unit 6 and tick the things they can now do. Home-school link. Ask pupils to make a party hat and show and tell their family.

Read through the speech bubble.

●

Shine

Ask pupils to think about an outfit they would like to wear to a party. Ask them to consider traditional costumes in their country, a dress-up party or their favourite ‘normal’ clothes. Then they draw a picture of their outfit and complete the sentences.

●

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Activity Book: Practice 1

Activity Book: Practice 2

Ending the lesson

Learning path

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Review 3 – Around me

Pupil’s Book page 74

Objectives • Lesson aim: to review language from Units 5 and 6

Review

GSE • Productive: Speaking: Can describe the position of objects or people in a basic way, using pictures or gestures. • Receptive: Writing: Can label simple pictures related to familiar topics by copying single words.

3 Around me

Min 4

Listen and find the clothes.

6.18

Materials: • Audio; Flashcards; card, paper, scissors, colouring pencils

Starting the lesson ●

1 ● ●

●

2 Look and point. Then say.

Ask pupils to look at the picture in Activity 1 and tell a partner (in L1 if necessary) what they think has happened and how they think Dexter is feeling. 6.18

●

Ask pupils what clothes they can see in the picture. Play the audio and ask pupils to point to each item of clothing as they hear it. Ask pupils what items of clothing in the picture they didn’t hear (T-shirt, pyjamas, trousers, shorts). SUPPORT Before the activity, review words for clothes using flashcards. STRETCH Ask pupils to say (in L1 if necessary) why the characters aren’t happy with what they’re wearing. Ask pupils what animals are hiding in the picture. Pupils find and point to them. Read the speech bubble then have pupils take turns saying what they see with a partner.

Ask pupils to look at the items of clothing then read through the words in the wordpool. Ask pupils to copy the correct word under each picture.

●

Review the animals pupils learnt in Unit 5. Then ask them to choose one/ones they like and design a T-shirt with it/them on using the template provided. Read the speech bubbles and ask pupils what words the boys and girls in Activity 3 would say in the gaps. Ask pupils to write their own words in the gaps. Ask pupils to show their T-shirts to the class and say what they are wearing. Other pupils can say what animal(s) they can see on the T-shirt.

162

Review 3 Units 5 and 6

●

Ask pupils to think about the statements and write numbers in the boxes. If pupils are unsure about the first 2 statements, remind them of the words they know and count them together. For the second 2 statements, pupils can look back through Units 5 and 6 to find their favourite story and song. If there is time, you could ask pupils to vote for their favourite song. The song with the most votes wins, and pupils can sing it again.

Time to shine! 6 Read and tick (✓).

4 Design. Then write and say.

●

5 Read and complete. ●

ANSWER KEY: 1 jumper, 2 T-shirt, 3 hat, 4 dress

●

I’m wearing …

3 Read and write ●

I can see a bee. Look at the tree.

Read and write. jumper jeans T-shirt hat shorts skirt dress

Listen and find the clothes.

2 Look and point. Then say. ●

●

Ending the lesson ●

In pairs, ask pupils to design an outfit for one of the characters in the book. Ask them to think about what colour/pattern the character might like. Ask pupils to show their picture and explain their choices to another pair (in L1).

Starting the lesson

Activity 1

Activity 2

Activity 3

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Mini-project 4

Design. Then write and say.

Review

Time to shine!

ANSWER KEY: 1 happy, 2 hot, 3 sad

Read and tick (✓).

6 1 I can read animals and clothes words. Look! I’m wearing . a I’m happy!

Think about my progress

3 I can find animals in nature.

2 I can talk about animals and clothes.

nature

I know words.

clothes

My favourite story is in Unit . My favourite song is in Unit .

Audioscript Review 3

Activity Book pages 56–57

Draw clothes for your friend’s dress-up party. Then write and say. Ask pupils to think about their favourite party or special occasion clothes. Ask prompting questions, e.g. What colour are your clothes? Are you wearing trousers or jeans? A big hat? Pupils draw and complete the sentences with a clothes word/ adjective (e.g. happy). Ask two-three pupils what it is they have drawn.

Time to shine!

4 I can choose clothes and dress up.

5 Read and complete. I know words.

Trace. Then look and write. Ask pupils to read the words in the wordpool. Then they trace words in speech bubbles. Ask pupils to match the wordpool words to the correct picture and speech bubble. Then they copy the words into WOLs.

Find and circle 5 diﬀerences. Ask pupils to compare the two pictures and circle the five differences. They name the other animals they can find in the picture, too. You can prompt pupils to describe what the children are wearing by asking questions, e.g. What’s this? Can you see… ? is it a… ? What’s he/she wearing?

Dexter Mia Elena Bruno Dexter Elena Dexter Elena Mia Dexter Bruno Mia

Activity 1

Arrgh! Is it a bee? No, it isn’t. It’s a ladybird. I can see a butterfly. I can see six bees! Oh, no! I’m wearing a shirt. Look at the flowers. Oh, no! I’ve got flowers, too! Come on, Elena. Run! I’m wearing a dress. I’m wearing big shoes! I can’t run! I’m wearing a jumper, too. Phew! I’m hot! Dexter! Look at the pond! Brrr! I’m cold! Ha ha ha! I can see a turtle! It’s Dexter! Here, Dexter. Wear a jumper!

ANSWER KEY: 1 boy’s shorts, 2 girl’s shoes, 3 mouse/rabbit, 4 turtle/lizard, 5 frog/duck

Listen and tick (✓). Play the audio and ask pupils which picture they ticked.

Look at Activity 1. Trace. Then read and number. Ask pupils to trace over the words and write the number of picture 1 or 2.

ANSWER KEY: shorts/mouse – picture 1; a dress/lizard – picture 2

Play Which picture? with a friend. Arrange pair work. One pupil describes what they are wearing, the other pupil has to guess the picture.

Activity 4

Activity 5

Activity 6

Ending the lesson

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rs e w o T e in h S d n a e is Goodbye from R es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Goodbye, the pupils will:

Recall words, phrases and expressions used in songs and chants

Recognise familiar words in phrases, sentences and texts

Use a few single words to name or describe familiar people or objects or express basic opinions

Initiate and participate in social exchanges/ conversations in English

Consolidate target vocabulary and structures through story and song

164 M11_RS_TB1_5935_M11.indd 164

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Unit overview Target vocabulary Course vocabulary consolidation: bike, books, chairs, desks, pizza, tablet

Language stretch Have a good time!

Recycling and building Goodbye! Happy holidays!

Target structures Course structures consolidation: Is it a… ? No, it isn’t, I can see… . Who’s this? It’s… .

Functional language See you soon!

Competency focus Having interest in interacting with others; understanding intercultural and socioeconomic dimensions of society.

Key progress indicator chart GSE range for Level 1: 10–22 (stretch 26)

Development indicator:

Speaking

Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences. Learners can sing a simple song, if supported by pictures. (22)

Recall words, phrases and expressions used in a song/ chant with the support of pictures.

Learners can guess the meaning of a word from an accompanying picture. (23)

Recognize familiar words in phrases, sentences and texts.

Learners can get someone’s attention using a fixed expression. (23)

Use a few words to briefly participate in a narrow range of everyday social exchanges.

Learners can answer simple questions about their family and friends, using basic phrases. (26)

Use simple questions and fixed expressions to initiate and participate in brief informational, instructional and transactional exchanges and/or conversations.

165 M11_RS_TB1_5935_M11.indd 165

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Goodbye

Pupil’s Book page 76

Objectives • Lesson aim: to review language from Units 1–6 • Lesson language: Is it a… ? bike, books, chairs, desks, pizza, tablet; No, it isn’t, I can see… . Who’s this? It’s… .

Materials: • Audio; Flashcards; colouring pencils, glue

Lesson objective • Write the lesson objective on the board: We’re reviewing what we have learnt in the book and saying goodbye.

e and Shine Towers Goodbye from Ris Goodbye! Goodbye! From Rise and Shine Towers Happy holidays!

What can you see?

7.01

Have a good time!

Listen and explore.

Goodbye Elena, Bruno, too

Goodbye Granny, have a good time!

Sing and act.

S On g

I can shine!

Dexter, Mia, see you soon.

Is it a school?

7.03

Draw your face and colour. Then say.

Goodbye, Goodbye, Rise and Shine Towers. Look!

Is it a library?

7.02

Listen again and tick (✓).

books 3 76

desks

bike

chairs

tablet

My name’s Ruby. I can shine!

pizza

Level

Well done.

Watch.

Goodbye

M08_RS_PB1_5478_M08.indd All Pages

7/1/20 4:34 PM

Starting the lesson: warm up ●

In pairs or small groups, ask pupils to do a short quiz on the Pupil’s Book. Ask the following questions (in L1 if necessary) and have pupils write down their answers or raise their hands. Award a point for each correct answer. Allow pupils to look back through their books but set a time limit for each question. 1 2 3 4 5 6

166

Name 3 toys beginning with ‘t’. (Unit 1) Who called Elena on her tablet in Unit 2? Who dressed like an elephant in Unit 3? Name 2 red foods from Unit 4. Name an animal that can jump. (Unit 5) Which 2 letters make the sound sh? (Unit 6)

ANSWER KEY: 1 tablet, teddy bear, train, 2 a birdcage, 3 Granny, 4 strawberry, tomato, 5 rabbit/frog, 6 s and h

Big Picture: What can you see? ●

iagn ose

Ask pupils to look at the picture in Activity 1 and say what they can see. Encourage them to use colours, numbers and size in their answers.

1 ●

7.01

Listen and explore.

Ask pupils to look at the main picture and listen to the children talking about what they can see in the building. They need to point to the items as they hear them. Tell them there are two things that they don’t hear the children talking about.

Starting the lesson

Big Picture

Activity 1

Activity 2

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●

ANSWER KEY: desks, chairs, books, toys, a tablet. (They don’t hear bike or pizza)

ANSWER KEY: School: book, pencil, door, Park: flower, tree, bird, Both: bag, ball

●

Look at the pictures in Activity 2. Say each word and ask pupils to repeat. Then tell them to listen to the audio again and tick the words they hear the children say. Then ask pupils to trace over the words they hear and say them one more time.

3 ● ●

●

7.03

●

Sing and act.

Play the audio and let pupils listen. Ask if they heard the names of any characters. Play the track again and ask pupils to sing along. Teach pupils some actions for the song (e.g. waving for Goodbye!, thumbs up for Have a good time!) then play the song again for pupils to sing and do the actions. When pupils are confident with the words, play the karaoke version (audio track 7.04) and let them sing along. Read through the examples in the speech bubbles. Ask pupils to complete and colour the flower at the top of stem and draw or stick a picture of their face in the middle. In pairs or small groups, ask pupils to show each other and say Well done! Ask pupils if they enjoyed the unit. Tell them to find the sticker at the back of the book and add it to the page.

Trace. Then circle. Pupils look at the sentence then trace and circle the correct word.

Look and write. Then point, ask and answer. Pupils choose a word from the wordpool, write it under the picture then ask and answer with a friend.

Trace. Then sing. Pupils trace the words in the speech bubble then sing the Goodbye song.

Activity 1

Elena Clara Elena Clara Dexter Clara

In pairs, ask pupils to choose a character and say (in L1 if necessary) what they think the character will do during the holidays. Have pupils share their ideas with the class.

Audioscript

ey! I can see Clara. Hello Clara. H Hello! Come here. Look! What is it? It’s a door. I can see desks and chairs. Is it a school? No, it isn’t … I can see books, toys, a tablet … Elena Is it a library? Clara Err … No, it isn’t. I can’t open the door. Elena’s mum Elena! Bruno! Bruno Listen. It’s Mum. Granny Dexter! Mia! Dexter And Granny. Bruno Goodbye, Clara! See you soon. Clara Goodbye, Bruno! Elena/Mia/Dexter Goodbye, Clara! Happy holidays! Clara Bye! Happy holidays! Have a good time

Activity 2 Goodbye! Goodbye! From Rise and Shine Towers. Happy holidays! Have a good time! Goodbye Elena, Bruno, too.

Ending the lesson ●

7.05 Listen and number. Pupils listen and write the correct number for pictures a–c.

ANSWER KEY: 1 music box, 2 bird, 3 elephant, 4 strawberries, 5 rabbit, 6 party

5 Draw your face and colour. Then say. ●

Trace. Then write and say. Pupils trace the names of each item then write them in the correct part of the diagram below and say them.

ANSWER KEY: school: books, park: trees

Watch.

Then play the video. Let confident pupils choose a character and play the video without sound, letting them play the characters. SUPPORT Before watching the video, tell pupils to look at the picture in their books and ask them what they think they will hear or see. STRETCH Ask confident pupils to listen for particular words and phrases, e.g. books, toys, tablet and to raise their hands when they hear them.

s Revie

ANSWER KEY: a 3, b 2, c 1

Play the audio and ask pupils to follow in their books.

4 ●

Listen again and tick (✓).

7.02

t’

2 ●

Activity Book page 58

Play the audio and make sure pupils look at the picture as they listen. Check their answers then ask pupils to look at the questions in the speech bubbles and ask and answer in pairs.

●

Dexter, Mia, see you soon. Goodbye Granny, Have a good time! Goodbye, Goodbye, Rise and Shine Towers.

Activity 3

I can shine: Activity 4

Ending the lesson

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167 2/18/21 5:26 PM

It’s autumn!

Pupil’s Book page 78 Materials: • Audio; Colouring pencils, paint, cotton wool balls, pegs, poster paper; pictures of autumn around the world

Objectives • Lesson aim: to learn words related to autumn • Target language: apple, autumn, chestnut, fire, leaf, pumpkin, tree

It’s autumn! 1

Listen, point and say.

8.01

1 2

apple

8.02

tree

leaf

fire

pumpkin

big (pupils hold arms wide), small (pupils close hands together), chocolates (pupils chocolate). It’s snowy! aysmime eating inter holid W ● Play the song again for pupils to sing and do the actions. Then ask them to circle the pictures of the things they hear.

It’s windy!

chestnut

Sing and act. Listen again and circle.

SOn

8.04

Listen, point and say.

ANSWER KEY: brown leaf, red leaf, yellow leaf 2 snow 1 lights tree. 3 hat 3 Make an autumn ● Ask pupils to paint a colourful autumn tree. They can do this individually or in groups on a larger tree. ● Ask pupils to look at the colours 4 gloves 6 scarfin Bruno’s speech bubble and say what they show (red and yellow mixed together make orange). 5 boots Ask pupils What things are orange in the autumn? Ask pupils what other colours they can make byn mixing 2 together. g 2 Sing and act. Listen again and read.

Ending the I like days. lesson I’ve got my

●

Make an autumn tree.

and

It’s

Boy

Seasons Autumn

Granny Boy

Draw a tree on the board with leaves falling. Ask pupils what season it is (in L1 if necessary). Elicit and write the word autumn on the board. Ask pupils what words, colours or food they associate with autumn.

1 ●

●

Listen, point and say.

Ask pupils to read the words and point to any they know in the picture. Play the audio and ask pupils to point to the words. Remind them to listen to any additional words to help them identify the items. Play the audio again and pause after each word for pupils to say. Then they trace the words.

2 ●

8.01

8.02

Sing and act. Listen again and circle.

Ask pupils to predict what colours they will hear in the audio. Play the song. Ask pupils to think of actions to go with the song, e.g. all around (pupils turn around), on the ground (pupils touch the ground),

168

I’ve got my and Ready? Let’s play!

and

Activity 1

Starting the lesson ●

Ask pupils to close their books. Give them 1 minute to write 6 3 Make a snowman. things they associate with autumn. Tell pupils to compare their lists with a partner’s and write any additional words they didn’t think of.

Tell me! +

8.05

Granny Boy Granny

Audioscript

It’s autumn! I love autumn. Look at this tree! And Seasons Winter 79 look, a leaf! Wheee! What’s this, Granny? It’s a pumpkin. It’s big and orange. Oh, an apple! It’s small and red. What’s this? It’s a chestnut. It’s hot! The fire is hot, too. Yes – be careful!

Activity 2 Autumn colours all around! A leaf and an apple on the ground. Look at this tree! Yellow, brown, red. Orange fire, orange pumpkin head. A pumpkin! Orange and big. A chestnut! Small and brown. An apple! Red and sweet, Autumn colour we can eat!

Activity Book page 60

8.02

Trace and match. Then listen and colour. Ask pupils to trace over the words in tracing font and match them to the picture. Play the song (track 8.02) and ask pupils to colour items in the picture.

ANSWER KEY: orange pumpkin, brown chestnut, red apple

Starting the lesson

Activity 1

Activity 2

Activity 3

Ending the lesson

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Winter holidays

Pupil’s Book page 79 Materials: • Audio; Cotton wool, lolly stick, glue, two circles of white card per pupil, coloured card, colouring pencils

Objectives • Lesson aim: to learn words related to winter • Target language: boots, gloves, hat, lights, scarf, snow

3 Make a snowman.

Winter holidays

dy!

It’s snowy!

●

snow

lights

fire

●

Listen, point and say.

8.04

hat

●

gloves

chestnut

cle.

SOn

8.05

SOn

I’ve got my and Ready? Let’s play!

Ask pupils in L1 if they’ve ever made a snowman and what they used for the eyes, nose, arms, etc. Give pupils 2 circles of white card each (one larger than the other) and ask them to stick cotton wool on each circle then stick the circles together. Pupils decorate their snowmen with eyes, arms, buttons, nose, etc. Tell pupils to stick their snowman onto folded coloured card to make a greeting card for friends/family. Write messages on the board, e.g. Happy Holidays! Have a lovely holiday! for pupils to copy into their card.

Ending the lesson

Sing and act. Listen again and read.

I like days. I’ve got my and

scarf

boots

●

Nominate pupils to come to the front of the class and mime putting on or taking off an item of clothing from the lesson. Tell them to say put on/take off plus the item of clothing.

Make a snowman.

Activity 1 It’s

and

Seasons Winter

Draw a snowman on the board with a carrot as a nose and coal as eyes. Mime being cold and shivering and elicit and write the word winter on the board.

1 ●

●

Listen, point and say.

Ask pupils to read the words and point to any they know in the picture. Play the audio and ask pupils to point to the words. Play the audio again and pause for pupils to say each word. Then they trace them.

2 ●

8.04

8.05

Audioscript

Girl 1 It’s winter! I like winter. Look at the snow. It’s cold! I’ve got a hat, gloves, a scarf and boots. Boy Look at the snowman. I can see a hat and a scarf, too! Girl 2 I can see lights on the tree. It’s so pretty. All Happy Holidays everyone!

Activity 2

Starting the lesson ●

Sing and act. Listen again and read.

Before listening to the song, teach pupils some actions. In verse 1, pupils mime putting on a hat, gloves, scarf and boots. In verse 3, they mime taking them off. Play the song for pupils to sing and do the actions. Ask pupils to read the sentences in the book and say the correct words in place of the pictures.

Happy Holidays – winter’s here! A lot of fun and happy cheer! I like snow days. I’ve got my hat and gloves, I’ve got my scarf and boots. Ready? Let’s play! Happy Holidays – winter’s here! A lot of fun and happy cheer! I like winter nights. Take off my hat and gloves, Take off my scarf and boots. Let’s light the lights.

Activity Book page 60

8.05

Trace and match. Then listen and number. Ask pupils to trace over the words in tracing font. Ask pupils to point to all the clothing items they can see in the picture. Play the song (track 8.05) and ask pupils to listen and number the clothing items in the picture in the order they appear in the song.

ANSWER KEY: 1 hat, 2 gloves, 3 scarf, 4 boots

Starting the lesson

Activity 1

Activity 2

Activity 3

Ending the lesson

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Spring is here!

Pupil’s Book page 80

Objectives • Lesson aim: to learn words related to spring • Target language: blossom, butterfly, chick, egg, flower, lamb, rabbit

Spring is here! 1

8.07

Listen, point and say.

flower

8.08

Listen, point say. an and egg surprise. 3 Make 8.10

It’s sunny!

sunglasses Give pupils an A4 piece of white card. Ask them to fold it in half 3 beach and cut out an egg shape (so they have 2 eggs). Pupils cut one 4 sun They egg in half in a zigzag pattern. hat glue around the edge of the bottom half and stick it to the bottom of the complete egg 5 swimming costume to make a pocket. Then they glue the top of the other half, so it makes a flap when stuck onto the whole egg. 6 picnic ● Tell pupils to decorate their eggs. ● Then ask pupils to make and colour a chick, bunny or lamb on 2 Sing and act. Listen again and number. ng S Opocket another piece of card to fit inside the of the egg. ●2

rabbit

egg 2

1 sunny ask them to circle the pictures of the things they hear.

blossom

chick

5 4

hands together), chocolates (pupils mime eating chocolate). days mmer susong ● Play nnythe again for pupils to sing and do the actions. Then Su

It’s cloudy!

Materials: • Audio; Two pieces of white card per pupil, colouring pencils, scissors, glue; (optional) decorated eggs to hide in classroom

lamb

Listen and sing. Stand up when you hear these things.

SOn

8.05

Ending the lesson 3

●

Make an egg surprise.

Where do chicks come from?

Activity 1

Seasons Spring

Girl 1

Starting the lesson ●

Play hangman with the word egg. Ask pupils in L1 what season is associated with eggs. Teach the word spring, write it on the board and ask pupils what season comes before spring (winter).

1 ●

●

Listen and sing. Stand up when you hear these things. Ask pupils to predict what colours they will hear in the audio. If necessary, show pictures of spring in other countries. Play the song. Ask pupils to think of actions to go with the song, e.g. all around (pupils turn around), on the ground (pupils touch the ground), big (pupils hold arms wide), small (pupils close

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Boy 1 Girl 2 Boy 2

Seasons Summer

Audioscript

Spring is here – I love spring! I like the blossom in the trees. The blossom is pink and white. Look at the baby lamb! Look at the rabbit and the chick. So cute! I can see chocolate eggs in the flowers – yum yum! Wow! Look at the butterfly!

Activity 2

Listen, point and say.

2 ●

8.07

HaveMake anaegg hunt in the classroom. Collect in the eggs from the beach in a jar. you like hot activity and hide themorDo around the classroom (or redistribute cold weather? them to other pupils). Ask pupils to describe the egg they have found (e.g. It’s yellow and pink, there’s a chick.) and ask the pupil who made it to say That’s my egg or raise their hand.

8.08

I see a chick and a bee, A blossom in the tree! I can see a small rabbit, And a lamb with her mummy! Let’s all cheer! Spring is here!

I can see blue sky And a butterfly! I can see chocolate eggs, In the flowerbeds. Let’s all cheer! Spring is here!

Activity Book page 61

8.08

Trace. Then listen and number. Ask pupils to trace over the words in tracing font. Play the song (track 8.08) and ask pupils to listen and number the pictures as they appear in the song.

ANSWER KEY: 1 chick, 2 blossom, 3 rabbit, 4 lamb, 5 egg, 6 flower

Starting the lesson

Activity 1

Activity 2

Activity 3

Ending the lesson

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Sunny summer days Objectives • Lesson aim: to learn words related to summer • Target language: beach, ice cream, picnic, sunglasses, sun hat, sunny, swimming costume

Sunny summer days

Pupil’s Book page 81

8.10

Materials: • Audio; Clear glass jars, blue card, colouring pencils, sand, shells

3 Make a beach in a jar. ●

sunny

Listen, point and say.

sunglasses

It’s sunny!

beach ●

4 5

sun hat

swimming costume 6

8.05

Sing and act. Listen again and number.

Make a beach in a jar.

picnic

SOn

Starting the lesson

●

● ●

●

Listen, point and say.

8.11

Boy 2 Girl 1 Boy 2 Granny Girl 2 Boy 2

Audioscript

It’s summer – I love summer! It’s a sunny day. I’m wearing a sun hat. I’m wearing a sun hat, too! I’m wearing sunglasses and a swimming costume. I’m wearing a swimming costume, too! We’ve got a picnic lunch. I’m hot! I’m hot, too. Let’s go to the beach…

Activity 2

Write the word hot on the board. Mime being hot and ask pupils what season it is. Write summer on the board. Ask pupils what seasons come before and after summer (spring, autumn). 8.10

Have pupils mime a word from the lesson for the rest of the class to guess. Then ask them to say (in L1) what they like and dislike about each season and have a class vote on their favourite season.

Boy 1

Seasons Summer

●

Activity 1 Do you like hot or cold weather?

●

Give pupils a clear jar. Ask them to cut a piece of blue card to fit around one side of the jar. Then they draw the sun, clouds, children swimming, etc. on the card. Ask pupils to put the card inside the jar so it’s the background to their beach scene. Then they half fill the jar with sand and shells. Read the speech bubble and have pupils ask and answer about summer with a partner.

Ending the lesson

lamb

SOn

Sing and act. Listen again and number.

Ask pupils to name the items in the pictures. Play the song for pupils to listen. Then play it again for them to sing. Play the song again and ask pupils to number the items in the order they hear them. ANSWER KEY: 2, 6, 3, 5, 4, 1

Summer, summer. I’m wearing my sun hat, I’m wearing sunglasses, too. All ready to play, On a sunny, summer day. Summer, summer. I’m wearing my swimming costume. We’ve got a picnic lunch. Let’s have an ice cream each, And go to the beach! Summer, summer.

Activity Book page 61

8.11

Trace. Then listen and circle. Ask pupils to trace over the words in tracing font. Play the song (track 8.11) and ask pupils to listen and circle the correct picture in each line.

ANSWER KEY: sun hat, sunglasses, sunny, swimming costume, picnic, beach

Starting the lesson

Activity 1

Activity 2

Activity 3

Ending the lesson

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