PES Junior 3 - Teacher's Book by louisfndo

200703929

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 c S Vocabulary 1

Grammar 1

Vocabulary 2

Grammar 2

Welcome

Numbers 11–20; days of the week

It’s Monday! This is / That’s (Stella).

School items: notebook, pen, rubber, ruler

This is my / That’s your (pen). How many (pencils)?

Let’s explore together

My things: backpack, belt, cap, coat, glasses, scarf, trainers, watch

Have you got…? Yes, I have. / No, I haven’t.

Adjectives: dark, fair, long, short

He’s / She’s got…

Let’s be happy at home Review 1 Important to me

Home: bathroom, bedroom, garage, garden, hall, kitchen, living room, stairs

Where’s (Mum)? She’s in the (kitchen).

Furniture and objects in a house: bed, lamp, sofa, table

Where’s the (lamp)? It’s on / next to the (desk).

Farm animals: chicken, cow, donkey, goat, goose, horse, sheep, turkey

There’s a (chicken). There isn’t a (cow).

On the farm: bush, fence, Where’s…? rock, wall It’s (behind) (the wall).

Activities: catch, climb, kick, ride, skate, skip, swim, swing

Can you (skip)? Yes, I can. / No, I can’t. But I can (swim).

Can he/she…? Verbs with play: play a board game, play football, Yes, he/she can. / No, he/she can’t. play tennis, play the guitar

Food: burger, biscuit, carrot, cereal, egg, fish, juice, orange

What are you doing? I’m (cooking).

Meal prep: cook, grow, make, wash

Holiday activities: build a sandcastle, collect shells, go on holiday, play on the beach, read comics, sleep

I want to (play on the beach).

Do you want to Time of day: in the morning, in the afternoon, (play) (in the morning)? Yes, I in the evening, at night do. / No, I don’t.

to the Rise and Shine Explorers Club

(Units 1 and 2)

Let’s explore nature

Let’s try new activities Review 2 All about me (Units 3 and 4)

Let’s share our food

Let’s have holiday fun Review 3 Around me

Are you (making) (a salad)? Yes, I am. / No, I’m not.

(Units 5 and 6)

Goodbye

Happy holidays!

Celebrations

Let them shine!: balloon, barbecue, cake, candle, present, sparkler Beautiful world: desert, hill, jungle, mountain, ocean, sky Amazing oceans: dolphin, octopus, seahorse, seal, shark, whale Let them fly!: cloud, day, moon, night, star, sun

Course overview

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My sounds

Communicative outcome

Global Citizenship

th (voiced), th (voiceless)

Describing objects in a basic way

w, y

Describing people in a basic way

Functional language and real-world

Project

I like numbers and maths. How many (pencils)?

Imparting personal information My favourite number is (fourteen).

My Explorers Club passport

I appreciate my community. builder, chef, explorer, teacher

Commenting on a photo Look at this! What a great photo!

A club book

Making suggestions Let’s put (the lamp) here. Good/Great idea!

A perfect house

Asking for and giving information Excuse me, where’s (the garden)? It’s (next to) (the café).

A five senses park

Accepting/declining an invitation Would you like to join my club? Yes, of course! / No, thanks.

A club

Going shopping What’s on the shopping list? I need (carrots). Okay, let’s go shopping!

A food truck

Expressing preferences / likes and dislikes I like the sea. I don’t. I like cold weather.

A holiday trip

Celebrate real-life heroes. Appreciate people in your community. r, l

Prepositions of place

I learn about different homes. cave, igloo, tent, treehouse Appreciate and understand difference and diversity.

oo, ee

Describing what there is / isn’t

I learn about the five senses. hear, see, smell, taste, touch Getting to know nature through the senses. Notice the details.

a, i

Talking about what people can do

I know how to enjoy music. drums, piano, recorder, violin What do you need to play these instruments? Discovering different sounds and how they make you feel.

i, o

Asking about what someone is doing

I learn about different ingredients. butter, flour, fruit, vegetables What’s our food made from?

u, e

Asking about holiday activities

I stay safe on holiday. dangerous, flag, safe, sea Respecting nature. Being aware of dangers in water.

Course overview F01_RS_TB2_5966_F01.indd 5

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Introduction Rise and Shine is a six-level elementary school 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 students on their English-learning journey. Clear, structured lessons build to a final unit project and offer real opportunities to achieve, track, and measure progress, encouraging students to think about and take ownership of their own learning.

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Rise and Shine provides a unique toolkit to support teachers in identifying and addressing the needs of every student. Clear, measurable outcomes that students can see and celebrate motivate them to engage with the new experience of language learning. Targeted support and achievable activities mean that every student has a chance to thrive and teachers can address challenges such as mixed ability and special educational needs.

Course principles A sense of purpose

A step-by-step approach

Rise and Shine has been designed with deliberate progress in mind. Every activity and lesson builds towards a clear objective and a final unit project that gives every student their Time to shine. Structured lessons support students 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 students to build on what they have already learned 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 students 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 students are supported through the steps to create and present a project of their own.

Time to shine! 8

Share your house design with the class.

It’s a tent house. This is the living room. The couch is next to the table.

What a great house!

I care about my home.

Clear progress and accessible learning outcomes

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Each unit of Rise and Shine follows five stages, each comprising one or two lessons. The stages are clear to students 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 students by colored stepping stones in the Student Book. activities that spark interest, draw on prior W o n d e r knowledge, and set out the quest for the unit

imaginative stories and activities that encourage

a g i n e cognitive engagement

Build

G ro w

Shine

meaningful language input and practice, providing direction and support, with a strong focus on building communication skills and confidence real-world content that opens students’ 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 student to showcase their achievements

Course overview

Rise and Shine is built on the Global Scale of English, which helps students understand exactly what they are learning and why. It is designed so that students 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. Rise and Shine is also designed for use in inclusive and mixed-ability classrooms. It helps all students achieve their learning goals, while recognizing that this will look different for different students. Activities and lessons are structured to be increasingly challenging to allow all students to achieve. Rise and Shine recognizes that teachers need their time to shine, too! Ideas to support and stretch individual students 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 that are relevant to them. Rise and Shine supports and guides students on their own learning journey through dedicated helpers in each stage of the unit. Just like the characters in their favorite adventure stories, students 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.

Welcome to the Rise and Shine Explorers Club

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Each level of Rise and Shine takes place in a different setting that is relatable to students, but offers opportunities to explore. Level 2 takes place in the Rise and Shine Explorers Club, a children’s club with indoor and outdoor areas, where we meet the following main characters: Tess, Clara, Oscar, Stella, Basil, and Peanut the rabbit. Students will relate to the importance of the local neighborhood and how so much of the characters’ lives centers on family, friends, and neighbors, preparing them for future life skills.

Course overview

Using Rise and Shine Real-world links

Vocabulary in Rise and Shine has been carefully selected to be relevant to students and their lives, and is presented in logical topic sets. Key vocabulary is always presented using the course characters to provide students with a familiar context for the new language. Lesson 1 generally presents eight key vocabulary items, while an additional four key items are presented in Lesson 4. Vocabulary lessons always offer opportunities for students to reflect and share what they already know on the topic, before clear presentation and practice stages. The Workbook provides additional vocabulary practice. The Picture dictionary at the end of the Workbook 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 attend a children’s club called the Rise and Shine Explorers Club. The stories and settings have been carefully chosen to be interesting and perhaps slightly unusual to students, while still being firmly rooted in reality. The result is characters and stories that students 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 pictures, global citizenship themes, and videos.

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Vocabulary and structures

In Level 2, grammar structures are taught in simple chunks that young students 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 Student Book page, which provide a reference point for students as they learn and practice.

Every lesson includes opportunities for students to recycle language from previous lessons and units. New language is never presented in isolation, but in the context of what students have already learned so that they are more likely to retain it.

Skills

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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 students 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 12.

Global Citizenship

A dedicated global citizenship lesson provides opportunities for students to explore the wider world by bringing real-world content into the classroom. Each unit has a different global citizenship focus that encourages students 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 13.

Course overview

Projects

Every unit in Rise and Shine builds up to a final project that gives every student their Time to shine. As students move through the unit, they collect the language, knowledge, and skills they need to complete a final task that provides the opportunity for students to apply everything they have learned. Projects are broken down into achievable steps so that every student can achieve at an appropriate level of challenge. For more information on projects, see page 20.

Inclusive classroom

Rise and Shine is especially developed to support every student to achieve. Assessment for Learning methodology and personalized activities support all students, 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 21.

Assessment

Rise and Shine offers comprehensive in-course assessment to measure students’ ability to demonstrate mastery of the language and skills taught in the Student 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 Student 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 student performance, see pages 18 and 19.

Motivation Keeping young students 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 students never

feel that they are doing the same kinds of activities over and over,

plenty of fun,

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

• a lot of opportunities for students 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

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achievement for every student.

Course overview

w ie v r e v o t n e n o p m Co For students Student Book

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The Student Book provides material to present and practice the key language effectively. It is divided into six core units, a Welcome unit, a Goodbye lesson, six optional projects, cutout activities, and stickers.

Lesson 2

Sing and act.

1.03

sneakers

scarf

backpack

Tell me!

Vocabulary My things

belt

I can shine!

glasses

Listen, stick, and say.

3 Trace and read.

What do you have in your classroom?

1.02

Watch and listen.

Do you have a scarf? Yes, I do. / No, I don’t.

cap

watch

Listen and check (✓) or put an ✗. Then say.

1.05

S On

Do you have a backpack and a watch? Yes, I do. Yes, I do. Do you have sneakers and a coat? Yes, I do. Yes, I do. Do you have glasses and a scarf? Yes, I do. Yes, I do. Do you have a belt and a cap? No, I don’t. No, I don’t.

Listen and explore.

Shine

G ro w

coat

Where are the children? 1.01

Build

Lesson 1

ma ine g

nd er

Let’s explore together

Ask and answer.

Do you have a watch?

I have a cap.

Yes, I do!

I can name my things.

Song and structures Do you have (a scarf)? Yes, I do. / No, I don’t.

Workbook

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The Workbook provides reinforcement and consolidation of the language and skills presented in the Student Book. It contains practice for every lesson in the Student Book and a Picture dictionary to support students in reviewing and remembering key vocabulary.

Let’s explore together

Lesson 1

Let’s review!

Lesson 2

1.06

Vocabulary

SB p7

Find and trace. Then say.

pen

ruler

eraser

1 Trace and number.

4 5

sneakers

Yes / No

2 Trace. Then look and circle.

scarf

watch

Do you have…

coat 1

Structures

Listen and circle.

backpack

1 sneakers?

Yes, I do. / No, I don’t.

2 a scarf?

Yes, I do. / No, I don’t.

3 a belt?

belt

Yes, I do. / No, I don’t.

4 a coat?

Yes, I do. / No, I don’t.

cap

glasses

Tell me!

What can you put on your head? Circle.

I can shine!

glasses cap sneakers

Say the words in alphabetical order.

Course overview

Extra time?

Do you have a yellow belt?

Circle and color. Then ask and answer.

yellowbelt

What are your favorite clothes?

Yes, I do.

redscarf

lo co

r me

Extra time?

For teachers Teacher’s Edition

Class audio

The Teacher’s Edition supports teachers in planning and making sure students 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.

The class audio contains all the recordings for the Student Book and Workbook. All tracks are appropriately numbered on the pages of the Student Book and the Workbook. All audio for the series can be found in the Teacher Resources on the digital platform.

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Assessment Pack

Lesson 1 – Vocabulary

Student Book page 10

Lesson 1

Where are the children?

1.01

coat

●

Listen and explore.

Big Picture: Where are the children? ●

sneakers 3

scarf ●

backpack

Tell me!

What do you have in your classroom?

1.02

watch

cap

glasses

Watch and listen.

I have a cap.

1 ●

Vocabulary My things

Ask students to look at the main picture D iagn ose and think about where the children are. Point to things they may know in the picture and ask questions to elicit what is happening in the scene, e.g., Where are the children? What color is the book? What things do they have? Ask students to find the book on the table in the picture. Point to the two people. Ask Who are they? and elicit ideas. Pre-teach the word explorers. SUPPORT Point to the belt on the table and ask What’s this? Where are they? STRETCH Elicit what clothes the people in the book on the table are wearing. Then ask What do they do? and elicit suggestions about the jobs people wearing these types of clothes might do.

Starting the lesson

Learning path

Big picture

Presentation: Activity 1

Picture cards

Workbook page 4

t’

WONDER HELPER

Find and trace. Then say. Students find the items in the Student Book. They then trace and say the words.

Trace and number. Students trace the words and then match to the pictures by writing the correct number.

ANSWER KEY: 1 coat, 2 watch, 3 scarf, 4 backpack, 5 glasses, 6 cap, 7 belt, 8 sneakers

ANSWER KEY: glasses, cap

Extra time: Students say the words in alphabetical order. ANSWER KEY: backpack, belt, cap, coat, glasses, scarf, sneakers, watch

Assess

Activity 1

Audio script

Stella Hello, children! What’s all this? Oscar, Tess, and Clara Hello, Stella! Oscar We are explorers! Look, I have my coat and my scarf. Tess I have my backpack, my watch, and my glasses. Clara I have my cap and my belt. I like this belt! Oscar, Tess, are you ready? Oscar I don’t have a cap or a belt… Stella I have a cap. Here you go! Oscar Oh, thanks, Stella! Are you an explorer, too? Stella Well, I have my coat and my sneakers… Oscar, Tess, and Clara Great! We’re ready!

Watch and listen. Tell students that they are going to watch a video about their things. Ask them which objects they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions.

Activity 2

Extra activity

Play a draw and guess game. Slowly start to draw one of the vocabulary items from the lesson on the board and have students guess what it is as you draw. Ask students to draw on the board and continue playing.

1 a coat 2 sneakers 3 a scarf

4 a backpack 5 a watch 6 a cap

7 a belt 8 glasses

Picture cards

Presentation: Activity 2

Practice: Activity 3

Wonder Helper

Our World video: Activity 4

Extra activity

Workbook Practice

Ending the lesson

Learning path

There are 50 picture cards at Level 2, illustrating the two main target vocabulary sets for each unit. The lesson plans offer ideas and support for using picture cards to present, practice, and consolidate language through games and activities.

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 digital platform.

Wonder Helper: Students circle the items people wear on their head.

Remind students that Tess is the Wonder Helper. Read Tess’s question in the speech bubble. Ask students to look around the classroom and think about the things they can see. Encourage them to look at the things their classmates might have. Students can make a list of things in pairs.

●

s R e v i ew

3 Trace and read. ● Students trace and read the target vocabulary on the page. ● Draw students’ attention to the speech bubble and read it together. Drill the sentence chorally, then say I have a… and elicit various responses from the class, encouraging students to use the target vocabulary. ● In pairs, students take turns naming things they have using the target structure I have… .

●

1.01 Listen and explore. Ask students to look at the main picture. Play the audio and have students point to the characters in the picture as they listen. Ask a follow-up question, e.g., Who has glasses? (Tess). SUPPORT Before listening, ask students to look at the main picture and say which things each character will talk about. Then play the audio for them to listen and check.

Listen, stick, and say.

ANSWER KEY: 1 coat, 2 sneakers, 3 scarf, 4 backpack, 5 watch, 6 cap, 7 belt, 8 glasses

ANSWER KEY: They are in the Explorers Club.

Listen, stick, and say.

3 Trace and read. 4

Ask students what they bring with them to In troduc school every day. Elicit ideas and write them on the board. Then have them open their books and see if they can find these items on the page. Play the Welcome Song (audio track 0.02) and have students sing and do the actions.

1.02

Play the audio and have students point to the sticker space for each item in their books. Help students find the stickers in the back of their books. Play the audio again and have students place the stickers in the correct place. Encourage them to repeat the words as they do this.

Starting the lesson: warm up and song ●

Ending the lesson

Play a miming game to review the target vocabulary. Invite a student to the front and show them a picture card. The student mimes putting on the item and the class guesses what it is.

●

Materials • Audio; Video; Picture cards

●

Let’s explore together

FUTURE SKILLS: enquiry and imagination Ask students if they have all the things from the target vocabulary today. In L1, ask students why they need (or don’t need) each item. Have students think about what alternative things students in different parts of the world might have.

TEACHER TIME TO SHINE: Total Physical Response Doing actions and using the body can help students internalize new vocabulary. While teaching new vocabulary, encourage students to do an action to represent it, e.g., putting on an imaginary coat or scarf, or looking at a watch.

Wonder

STRETCH After listening, ask students who has more things: Tess, Oscar, or Clara (Tess has three things).

Wo e r Wonder: spark curiosity nd • Tell students this is a Wonder lesson. Encourage students to make inferences about the main picture and how it connects to the unit theme. • Write the lesson objective on the board: We’re learning words for our things.

Objectives • Lesson aim: to recognize and name personal objects • Target language: backpack, belt, cap, coat, glasses, scarf, sneakers, watch • Recycled language: I can see… ; book, pen, pencil GSE • Receptive: Listening: Can understand simple questions asking for basic information about objects in their immediate surroundings or in pictures (e.g., color, size), if addressed slowly and clearly. • Productive: Speaking: Can name everyday objects from spoken descriptions, if supported by pictures.

Story cards

Posters

The story cards each contain one frame from the course story, with accompanying teaching notes comprising “Before listening” and “After listening” activities, as well as the audio script for the story frame. The story cards are A5 size and easy to use.

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

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Explorers Club

Level

Welcome to the Explorers Club!

Hello! What’s this? Is it a school?

Find

M01_RS_PST2_98938_landscape.indd

LEVEL 2 POSTER © Pearson Education Limited 2021

11/2/21 12:20 PM

Course overview

Skills development in Rise and Shine Support Speaking

Lowest within range

Can say the sounds of the Can say what day of the alphabet, if supported by week it is using a basic pictures. (13) phrase. (15)

Highest within range

Stretch

Can talk about familiar people and places using single words. (26)

Can express likes and dislikes in relation to familiar topics in a basic way. (29)

Within the four language skills, the sets of learning objectives are grouped into strands relating to accuracy and appropriacy, complexity and organization, 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.

The four skills are systematically developed within each level and across the course as a whole.

Speaking

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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 students. At Level 2, the GSE range covered is 15–26 as core, but includes learning objectives as high as 29 as stretch.

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Writing: Writing skills are developed and coordinated with reading skills so that students are able to master both reading and writing in English. In Level 2, there is recycling of and building on skills developed in Level 1, i.e., from copying single words using picture or sentence prompts (e.g., fill in a form) in Units 1 and 2, moving on to writing single words in Units 3 and 4, through to writing a very short and simple phrase on a familiar topic, with support (e.g., from structured models) in Units 5 and 6.

Competency: Letters and sounds – pronouncing and blending individual sounds and sound combinations accurately in order to speak intelligibly. Development Indicator: Students can pronounce letters and individual sounds correctly. The development indicators capture each discrete skill that students 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 students the best chance to learn and achieve. The skill coverage charts on the digital platform 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 student performance on the tasks relating to these objectives, teachers can see how students are progressing within and across levels and where they may need more opportunity to practice, so they can build this into their planning. Note that lessons are based on individual learning objectives, but student progress is measured in terms of their performance on the key indicators selected for the course. The Student’s Progress Chart enables students 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 students’ learning and progress to parents. W

I can recognize my words.

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

I can hear my words in dialogs.

I can listen to descriptions and information.

I can understand my phrases and sentences in dialogs.

I can recognize my words.

I can recognize my phrases and sentences in short stories.

I can read short stories and descriptions.

I can read short stories and notice detailed information.

I can describe people and things.

I can ask and answer questions about the world around me.

I can talk about myself and my world.

I can trace and copy my words.

I can write my words and phrases.

I can write my sentences.

Speaking

I can say my words and phrases.

Writing

I can make marks and write numbers.

Course methodology

Unit 1

Reading

Listening: As input at Level 2 is predominantly aural, listening sub-skills are systematically developed throughout the unit and linked to speaking outcomes. By the end of Level 2, students should be able to work out the meaning of new words from a familiar contextual vocabulary.

elcom

Listening

My Progress Chart

Speaking: Speaking skills are taught through a meaningful task-based approach. The course draws on direct and indirect approaches to teaching speaking, in which students have plenty of opportunities to engage in communicative activities. The course provides a supportive framework for students to make the language their own. By the end of Level 2, students should be able to recall skills introduced and practiced throughout Level 1, i.e., 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, answer simple questions about objects, and establish basic social contacts, with simple polite greetings and farewells.

GSE Learning Objective: Can say the sounds of the alphabet, if supported by pictures. (13)

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 students. At a high level, by the end of Level 2, students should have developed their early reading, decoding, and phonics skills introduced and practiced in Level 1 (i.e., letters of the alphabet, simple punctuation such as question marks and contractions). They should comfortably recognize and locate basic and familiar words in simple sentences and short texts and use a range of basic everyday nouns and adjectives.

Future skills Every unit in the Teacher’s Edition 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. Let’s explore together

Unit overview Target vocabulary My things: backpack, belt, cap, coat, glasses, scarf, sneakers, watch Adjectives: blond, dark, long, short (hair) Real-life heroes: a builder, a chef, an explorer, a teacher

in Unit 1, the students will:

Functional language

Future skills are embedded in the course activities and modeled 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.

Phonics w (watch, windy), y (yellow, your)

What a great picture!

OD UÇ SA ÃO M PR PL O E IB ID A

Values

I have… . What’s this? It’s a / an… . It’s… .

Competency focus

Recognize familiar words in phrases, sentences, and texts

Key progress indicator chart

Exchange information on familiar topics

GSE range for Level 2: 15–26 (stretch 29) Speaking

Development indicator:

Talk about myself and my world

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

G ro w

Shine

Participate in social exchanges in English

Create a club book and present it to the class

Students 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.

Students can answer simple questions about things they have in a basic way. (24)

Participate in common informational, academic, or transactional exchanges using simple language and expressions.

Students can describe someone’s physical appearance using one or two words. (24)

Use simple language to describe familiar objects and situations in short stretches of speech.

Students can talk about familiar people and places using single words. (26)

Use a few words to name or talk about or describe familiar feelings, people, and objects.

Enquiry and imagination

The Global Scale of English (GSE) is a standardized, granular scale which measures English language proficiency. Unlike some other frameworks which describe attainment in broad bands, the GSE identifies what a student can do at each point on a 10–90 scale across speaking, listening, reading, and writing skills. The scale is designed to motivate students by giving more granular insight into learning progress. Teachers can use the GSE level to match a student to the right course materials for their exact level and learning goals.

Collaboration and communication

Rise and Shine offers a unit structure that encourages students to work together towards a shared goal. Individual and pair work activities develop throughout the course from short answers and dialogs to group work and team projects. As communication and collaboration are integrated with other skills, a holistic approach isOptAencouraged and promoted from the outset to encourage shared participation and responsibility to find answers with valued individual contributions. al Citiz e ob

al Citiz e ob

Let’s be friends

I share toys!

Social responsibility and Global OptB Citizenship Let’s be friends I share toys!

Let’s be friends

I share toys!

Let’s be friends

al Citiz e ob

I share toys!

Course methodology

al Citi ob

I celebrate all families!

I play with friends!

I celebrate all families!

I play with friends!

Lorem ipsum

I celebrate all families!

I play with friends!

al Citiz e ob

al Citi ob

Social responsibility is all about encouraging students to take responsibility for their behavior in the world and to behave with sensitivity towards social, cultural, civic, OptC and environmental issues. Rise and Shine encourages this through a strong global citizenship syllabus which invites students 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 student can make a difference.

al Citiz e ob

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

Activities in Rise and Shine have been developed to provide a level of cognitive challenge in line with students’ age. As they move through the course, students are asked to engage with the language using lower-order and higherorder 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 students’ ability to retain and feel confident using the key language. Rise and Shine also provides students with consistent opportunities for self-assessment and reflection.

The Global Scale of English framework contains learning objectives for all four skills for language students 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 students in that context.

Critical and reflective thinking

RE PR

The badging on the back of the Student Book 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 students. Knowing this range helps you select additional materials with the right level of support and challenge for your students to help them progress. It does not mean that students 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, students 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 students express themselves. Students may be asked to evaluate ideas and communicate new ideas to others. At higher levels, students are encouraged to use mind maps.

Build

learn through play

I celebrate all families!

ma ine g

Understand the importance of make-believe;

Language stretch

That’s a great idea!

Name or describe common objects or people in a few words

o nd e r

I appreciate my community.

Recycling and building

Key learning outcomes

Target structures Do you have… ? Yes, I do. / No, I don’t. He / She has… .

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 students will need to become responsible citizens and include well-known skills such as collaboration, communication, critical thinking, creativity, social responsibility, self-management, and leadership.

I play with friends!

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 students to consider the wider world. Activities use the global context to encourage students to think about both local and global relevance.

Self-management enables students to organize their work and progress through skills such as organization, 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 students as they learn to plan and organize their time. Students 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.

OD UÇ SA ÃO M PR PL O E IB ID A

Future skills helpers

Self-management

The Rise and Shine unit stages link to future skills and each stage has a dedicated “helper” who guides and supports students in activities that develop these skills.

The Wonder Helper Tess sparks students’ interest and enquiry with a personalized question.

• •

Enquiry

ritical and reflective C thinking

The Imagine Helper Clara engages students with the story and encourages them to think imaginatively, creatively, or critically.

• •

Imagination

ritical and reflective C thinking

RE PR

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

• •

Communication Self-management

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

• •

Course methodology

ritical and reflective C thinking Social responsibility

Rise and Shine promotes persistence and a growth mindset in the classroom, which helps students view ability as something that is changeable rather than fixed. Activities encourage students 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 achieve not only in the English classroom, but also in their future lives as adults. The Teacher’s Edition 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 students to shine.

Rise and Shine and the UN Sustainable Development Goals

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 students 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 students can explore wider global citizenship themes and some of the UN Sustainable Development Goals, such as: SDG 2: Zero Hunger (grow food; Unit 5) SDG 3: G ood Health and Well-being (tolerance and respect for others; Unit 1, Unit 4, and Unit 6) SDG 11: S ustainable Cities and Communities (inclusive human settlements; Unit 2). SDG 12: R esponsible Consumption and Production (grow your own food; Unit 5) SDG 15: L ife on Land (respect for animals, exploring nature; Unit 3) For more information on the UN Goals, please visit https://www.un.org/sustainabledevelopment/.

Unit walkthrough 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.

Let’s explore together 1

Where are the children? 1.01

Build

coat

1.03

trainers 3

scarf

1.05

Listen and tick (✓) or cross (✗). Say.

backpack

watch

Tell me!

What have you got in your classroom?

1.02

belt

I can shine! 3

Ask and answer.

Listen, stick and say. Watch and listen.

Have you got a scarf? Yes, I have. / No, I haven’t.

glasses

3 Trace and read. 4

cap 7

S On

Sing and act.

Have you got a backpack and a watch? Yes, I have. Yes, I have. Have you got trainers and a coat? Yes, I have. Yes, I have. Have you got glasses and a scarf? Yes, I have. Yes, I have. Have you got a belt and a cap? No, I haven’t. No, I haven’t.

Listen and explore.

Shine

Grow

Lesson 2

Lesson 1

ma ine g

nd er

Have you got a watch?

I’ve got a cap.

Yes, I have!

I can name my things.

Vocabulary My things

Song and structures Have you got (a scarf)? Yes, I have. / No, I haven’t.

Lesson 1 Wonder stage: activities to spark curiosity.

• Presentation and practice of vocabulary with audio •

support. Previous knowledge of the topic is activated through an Assessment for Learning activity. Pupils listen to the key unit vocabulary in the context of a dialogue between the characters.

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

• Our World video, with real life footage, shows learning

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

• The Wonder sticker focuses on Vocabulary 1 presentation and the Learning Objective.

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-corners activity.

in context.

Let’s explore together

• The Pearson English Portal offers pupils of all

Lesson 1

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

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

Lesson 2

Let’s review!

Vocabulary PB p7

Find and trace. Then say.

pen

ruler rubber

4 5

trainers

Yes / No

Have you got …

scarf

watch

Structures

Listen and circle.

2 Trace. Then look and circle. 1

coat 1

backpack

1 trainers?

Yes, I have. / No, I haven’t.

2 a scarf?

Yes, I have. / No, I haven’t.

3 a belt?

belt

Yes, I have. / No, I haven’t.

4 a coat?

Yes, I have. / No, I haven’t.

cap

glasses

Tell me!

support through a song. New structures are presented through a song and consolidated. aim of the lesson for the teacher and parent.

1.06

1 Trace and number.

• Presentation and practice of grammar with audio

• Clear and concise learning objectives help clarify the

Lesson 2

What can you put on your head? Circle.

I can shine!

glasses cap trainers

Say the words in alphabetical order.

Extra time?

Have you got a yellow belt?

Circle and colour. Then ask and answer.

yellowbelt

What are your favourite clothes?

Yes, I have.

redscarf

lo co

ur me

Extra time?

Digital: Grammar presentation and additional grammar practice.

Course methodology F01_RS_TB2_5966_F01.indd 15

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Lesson 3

onder

Lesson 3

1 How many? Look at the story. Count and write the number.

Imagine stage: stories and activities to encourage cognitive engagement.

belts 2

• A pre-reading activity that uses a simple reading strategy

backpacks

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

That’s a good idea! Look! The mascot has got long ears, too.

Yes, I have! Here you are!

I’ve got lots of things for the club!

• The story develops reading skills and strategies. • The I can shine reading comprehension checks

Shine

Grow

Have you got backpacks?

Explorers Club

and a Vocabulary 1 review.

Build

caps

Listen or watch.

1.07

agine

I know! A rabbit! Let’s make a rabbit mascot!

The Explorers Club has got a mascot!

Peanut has got long ears.

Thank you!

I can shine! 3 Circle the club mascot.

Let’s look for ideas.

Have you got a mascot?

Digital: Story animation, additional pre-reading support. 12

What has the club got? Is Peanut happy?

Story value A story about working together

a cat

a butterfly

a rabbit

4 Act out.

Let’s imagine!

A cat? No, I haven’t.

a frog

I can understand a story about choosing a club mascot.

Story language Have you got (a mascot)?; (Peanut) has got (long ears) ears).

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

• Story cards can be used in a variety of ways to support pupils’ learning. See page 11 for more information.

Lesson 4

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

1.08

Listen and find.

Listen and number. Say.

1.09

1.11

Shine

Grow

Build

Lesson 5

Listen and match.

short a

dark

fair

• Four new vocabulary items are presented as a

long 3

cohesive set.

1.10

Listen, read and say.

Look and play. Add one more.

She’s got long hair.

C h a nt

• Presentation of Vocabulary 2, contextualised

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

She’s got long hair. He’s got short hair. She’s got dark hair. He’s got fair hair.

a She’s got long, fair hair.

1.12

Sonia

Veronica

Teo

He’s got short, fair hair.

He’s got short, dark hair.

She’s got long, dark hair.

Vocabulary and structures Adjectives; She’s got (long) hair.

It’s windy! Look at your y yellow watch!

I can shine!

Listen, write and say.

My sounds

She’s got a long belt, too. Blue backpack!

4 David

She’s got a short coat and new glasses.

4 Read and match. Then say.

• A motivating chant led by Oscar the Build Helper.

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

ma ine g

onder

Lesson 4

Cut out, choose and play. Have you got glasses?

Yes, I have.

She’s got glasses.

I can describe my friends and talk about what they’ve got. Communication Describing objects; sounds w and y

Lesson 5

• A fun puzzle / problem-solving task to combine vocabulary and structures. • A pair work 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 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 I try different food!

Let’s be friends I share toys!

We think about my our I appreciate community. community.

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

ma ine g

onder

Build

1.16

builder Let’s be friends

I share toys!

Shine

Grow

al Citiz e ob

explorer

I share toys!

I celebrate all families!

I play with friends!

He’s a

She’s a

I try different food!

Commenting on a photo

Listen and write. Then read and number. .

He’s an

She’s a

al Citiz e ob

. I appreciate special clothes

. .

bal Citiaze great oWhat

photo! n

I play with friends!

1.17

Let’s be friends

chef

al Citiz e ob

teacher

OptD

I celebrate all families!

al Citiz e ob

Lesson 7

Lorem ipsum

Listen, point and say.

OptC

I appreciate special clothes

Listen, look and find.

1.15

closely with the unit topic.

I play with friends!

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

I celebrate all families!

OptB

Lesson 6

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

I share toys!

Lesson 6

Let’s be friends

2 Read. Then write.

I try different food!

I appreciate special clothes

• Comprehension with critical thinking. • Basil the Grow Helper asks a question that

3 Circle the odd one out. 1

a b

Comments 1

I can shine! 3 Take a photo and say.

posted by Oscar123

Think and share!

This is me and my neighbours. It’s our street party.

Who’s a hero in your community?

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

Likes 21

Back

Oh, what a great photo!

Look at this!

Comments

posted by ClaraT

What a

4 16

I can comment on a photo.

Watch and listen.

Global Citizenship My community

My Everyday English Commenting on a photo; What a great photo!

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.

b book!

Build

Grow

Let’s make a clu

Step 2

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

Step 1

coat

scarf

friends. What have they got? Tick (✓).

2 Look, think and tick (✓) for you.

S hine

Create

5 Think about your

Review

1 Find and write.

• Pupils ‘reimagine’ what they have learnt in their

Make a club book. Draw or take photos. Write.

Describe your friend.

Ask and answer.

glasses belt

watch

backpack

cap

trainers

1 2

own context in answer to the unit title.

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

Play! She’s got long, fair hair. She’s got a big, yellow watch. Who is it?

Time to shine!

Have you got glasses?

• Recycles and reviews language input from the unit and provides controlled speaking practice.

ma ine g

onder

Lesson 8

Yes, I have.

Look! This is Zana.

Share your club book with the class. What a great photo!

It’s Anna!

That’s my best friend. She’s got long hair.

4 Think! Who’s in your club? Write and say. is in my club.

I appreciate my friends and community. I share toys

Unit review Unit objectives review

Unit project A club book

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 pupils’ 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 development 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 supports 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. English Benchmark Young Learners

English Benchmark Young Learners is a motivating English test for young learners aged 6–14, which can be used to understand pupils’ English abilities, identify their learning needs to ensure teaching targets the right skills, monitor and demonstrate progress to parents. 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 Rise and Shine, the Level 1 End of Level test includes key skills and activity types covered in English Benchmark in order to prepare pupils to take the test the following year, at the end of Level 2. From Level 2 onwards, it is advised that pupils take English Benchmark Young Learners test once per academic year, at the end of each completed level of the course. For more information, visit pearsonenglish.com/benchmark.

The End of Level test provides teachers with a tool to assess progress against all of the key development 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 Basil’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 ask and answer questions about personal belongings and give an appropriate answer. ADJUST The pupil can understand questions about personal belongings and give an appropriate answer, but with errors. EXCEED The pupil can ask and answer questions about personal belongings without prompting.

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 ideas 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.

Rise and Shine draws on Project-based learning, which is an engaging multidisciplinary approach to teaching and learning that encourages pupils 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. Many international curriculums encourage Project-based learning in the primary classroom because it nurtures relationships and a culture of creativity and innovation.

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 pupils 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: Total Physical Response Doing actions and using the body can help pupils internalise new vocabulary. While teaching new vocabulary, encourage pupils to do an action to represent it, e.g. putting on an imaginary coat or scarf, or looking at a watch. 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 pupils, pupils with difficulties draw extra benefit from encountering language in multiple modes. 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 pupils 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 pupils to achieve at the same level is often unrealistic and puts undue pressure on pupils with difficulties 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. Organising 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. 1

Tips for encouraging pupils to speak in the classroom

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

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

• Ensure pupils know what they need to do. Always 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,

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

• Provide extension activities for the fast finishers, so that they do not disrupt other pupils and all pupils get the opportunity to finish the task.

• Pair pupils strategically. Experiment with pairing stronger To develop pupils’ 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 pupils for differentiated support. ma ine g

onder

Lesson 5

Listen and number. Say.

1.11

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 28 for a list of useful classroom language.

• Encourage any visitors to the class to speak English • Don’t discourage young pupils from speaking in L1.

Listen and match.

• Speak as much English as possible in the classroom.

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

Shine

Grow

Build

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

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

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

Look and play. Add one more.

1.12

My sounds

She’s got a short coat and new glasses.

She’s got a long belt, too. Blue backpack!

It’s windy! Look at your yellow watch!

I can shine! 4

Listen, write and say.

Cut out, choose and play. Have you got glasses?

Yes, I have.

She’s got glasses.

I can describe my friends and talk about what they’ve got. Communication Describing objects; sounds w and y

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Teaching with posters 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.

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 brown. It’s long. It has got holes. What is it? Pupils answer (It’s a recorder.)

Tips for working with posters

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.

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 on the wall and check together how many words the pupils predicted correctly.

Placing words on the poster If pupils can recognise written words, you can ask them to place appropriate word cards 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.

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 (coats) can you see? Is it a (watch)?, etc. Finding and pointing Ask individual pupils to come to the poster, find and point to appropriate objects, e.g. Point to the (red cap), 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. 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 (scarf) (long)? What colour is the (backpack)? 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. 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!

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Classroom management Rise and Shine presents opportunities for individual work, pair work, 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

glasses

belt

cap

trainers

watch

coat 1

Look at my new words. What can you put on your head? Circle.

Tell me!

Listen and tick (✓) or cross (✗). Say.

Yes, I have!

I can name my things.

Have you got a watch?

Ask and answer.

I can shine!

Have you got a scarf? Yes, I have. / No, I haven’t.

1.05

trainers

cap

belt glasses glasses

backpack

scarf

ruler rubber

Extra time?

pen

Say the words in alphabetical order.

Find and trace. Then say.

1.07

Story value A story about working together

I’ve got lots of things for the club!

Explorers Club

Listen or watch.

backpacks

A cat?

Let’s look for ideas.

Thank you!

Yes, I have! Here you are!

Have you got backpacks?

caps



Have you got

glasses / backpacks?

PB p12–13

Lesson 3

Peanut has got long ears.

Have you got a

backpack / mascot?

Which is your favourite story frame? Why? Tell a friend.

No, I haven’t.

Have you got a scarf?

Draw three things. Then ask and answer.

I can shine!

I can understand a story about choosing a club mascot.

4 Act out.

a butterfly

a frog

Shine

The Explorers Club has got a mascot!

a rabbit

a cat

3 Circle the club mascot.

got a

mascot / scarf!

Extra time?

lo co

ur me

How many caps have you got, Stella?

Let’s imagine!

The Explorers Club has

Grow

Look! The mascot has got long ears, too.

That’s a good idea!

Build

Story language Have you got (a mascot)?; (Peanut) has got (long ears).

What has the club got? Is Peanut happy?

Trace. Then read and circle.

Story

agine

2 Find and colour the caps. Then count and write.

Im I know! A rabbit! Let’s make a rabbit mascot!

Let’s imagine!

onder

Unit 1, p6, Activity 1

No, I haven’t.

Have you got a mascot?

belts

1 How many? Look at the story. Count and write the number.

1.09

Listen and number. Say.

C h a nt

Listen, read and say.

Veronica

He’s got short, dark hair.

Vocabulary and structures Adjectives; She’s got (long) hair.

He’s got short, fair hair.

Sonia

David

She’s got long, fair hair.

Teo

She’s got long, dark hair.

She’s got long hair. She’s got long hair. He’s got short hair. She’s got dark hair. He’s got fair hair.

Lesson 1

watch

coat 1

Lesson 4

Vocabulary and structures

He’s got

Tell me!

What can you put on your head? Circle.

Say the words in alphabetical order.

Extra time?

belt glasses

trainers

cap

scarf backpack

glasses

ruler rubber

Structures

Yes / No

Listen and circle.

Yes / No

What are your favourite clothes?

yellowbelt

redscarf

Have you got a yellow belt?

Circle and colour. Then ask and answer.

I can shine!

Yes, I have. / No, I haven’t.

4 a coat?

Yes, I have. / No, I haven’t.

3 a belt?

Yes / No

Yes, I have. / No, I haven’t.

2 a scarf?

1 trainers?

Have you got …

2 Trace. Then look and circle.

1.06

Lesson 2

Yes / No

ur me

Extra time?

lo co

Yes, I have.

h 

glasses / backpacks?

Have you got

PB p12–13

Lesson 3

Story

Have you got a

backpack / mascot?

got a

Which is your favourite story frame? Why? Tell a friend.

No, I haven’t.

Have you got a scarf?

Draw three things. Then ask and answer.

I can shine!

mascot / scarf!

Extra time?

lo co

ur me

How many caps have you got, Stella?

Let’s imagine!

The Explorers Club has

Trace. Then read and circle.

2 Find and colour the caps. Then count and write.

Lesson 4

Vocabulary and structures

He’s got

a belt.

a scarf.

Extra time?

He’s got She’s got

Who’s got long hair in your family? Tell a friend.

He’s got a cap.

Let’s build!

2 Follow, find and write. Then say.

short hair long hair dark hair fair hair

1 Trace. Then look and write the letter.

a belt. 4

trainers.

 

Yes, I have.

It’s windy! Look at your yellow watch!

Communication

trainers.

a coat.

1.14

Shine

Listen and repeat. Then circle.



Communication Describing objects; sounds w and y

Listen and match.

Listen, write and say.

Grow

My sounds

1.12

She’s got a dark red scarf.

draw. Then swap.

He’s got a long coat.

3 Listen to a friend and

lo co

ur me

w/y w/y w/y w/y w/y I can shine!

1.13

Lesson 5

My sounds

Extra time?

He’s got She’s got a scarf.

a coat.

She’s got glasses.

Have you got glasses?

Who’s got long hair in your family? Tell a friend.

He’s got a cap.

Let’s build!

2 Follow, find and write. Then say.

short hair long hair dark hair fair hair

1 Trace. Then look and write the letter.

Build

Cut out, choose and play.

I can shine!

She’s got a long belt, too. Blue backpack!

teacher Let’s be friends

al Citiz e ob

Let’s be friends

builder

a b

Watch and listen.

Global Citizenship My community

I share toys!

al Citiz e ob

I share toys!

al Citiz e ob

I share toys!

We think about my our I appreciate community. community.

Listen, look and find.

1.16

al Citiz e ob

chef

I play with friends!

al Citiz e ob

I play with friends!

Who’s a hero in your community?

Think and share!

explorer

I celebrate all families!

al Citiz e ob

I celebrate all families!

Lorem ipsum

I play with friends!

al Citiz e ob

Listen, point and say.

I celebrate all families!

al Citiz e ob

teacher

ma ine g

I appreciate special clothes

She’s a

He’s an

She’s a

Back

What a

posted by ClaraT

My English

Think and share

Extra time?

lour me co

This is a photo of me at school. That’s my chef / teacher. He helps me a lot.

What can you say about your friend’s photo?

When can you comment on a photo? Tell a friend.

Comments

Shine

I can shine!

I can comment on a photo.

He’s a chef.



lo co

ur me



Oh, what a great photo!

3 Take a photo and say. Look at this!

My Everyday English Commenting on a photo; What a great photo!

He’s a chef.

Extra time?

chef explorer

My English teacher builder

2 Read and circle. Then act out.

I can shine!

chef

Then say.

1 Look and write.

Grow Commenting on a photo

This is a photo of me at school. That’s my chef / teacher. He helps me a lot.

When can you comment on a photo? Tell a friend.

Global Citizenship Lessons 6 and 7

Build

Comments 1

builder chef explorer

. .

This is me and my neighbours. It’s our street party.

posted by Oscar123

Likes 21

I appreciate special clothes

photo!

bal Citiaze great oWhat

I appreciate special clothes

Listen and write. Then read and number.

He’s a

1.17

2 Read. Then write.

I try different food!

al Citiz e ob

I try different food!

al Citiz e ob

I appreciate special clothes

What can you say about your Read and circle. Then act out. friend’s photo?

I can shine!

chef

Then say.

1 Look and write.

Global Citizenship Lessons 6 and 7

onder

Lesson 7

I try different food!

Unit 1, p9, Activity 1

1.15

Let’s be friends I share toys!

Let’s be friends

al Citiz e ob

3 Circle the odd one out.

OptD

OptC

Lesson 6

OptB

OptA

Extra time?

1 2

Ask and answer.

Have you got glasses?

Unit review Unit objectives review

It’s Anna!

Yes, I have.

belt watch backpack cap

She’s got long, fair hair. She’s got a big, yellow watch. Who is it?

Play!

glasses

is in my club.

4 Think! Who’s in your club? Write and say.

coat scarf

book!

trainers

2 Look, think and tick (✓) for you.

W onder



5 a

Lesson 8

trainers watch coat cap 6 a

8 a

Ask. Then tick (✓) or cross (✗) for your friend.

hair.

4 a

He’s got short, dark hair and a backpack. He’s an

Have you got … ?

dark chef

3 She’s got

2 She’s got a white

1 She’s a

coat

Unit 1 Review

1 Trace. Then tick (✓)) or cross (✗) for you.

Extra time?

finish

Different! This is a red backpack. That’s a yellow backpack.

Make a backpack. Then show and tell your family.

Home-school link

Same! She’s got a short purple scarf.



That’s my best friend. She’s got long hair.

Look! This is Zana.

Unit project A club book

… I haven’t got

My Things I’ve got …

S hine

Describe your friend.

Stick and colour. Then play the game.

Home-school link

start

Grow

Make a club book. Draw or take photos. Write.

Same! She’s got a short purple scarf.

5 Read. Then think and write.

Build

I appreciate my friends and community. I share toys

What a great photo!

… I haven’t got

My Things

Make a backpack. Then show and tell your family.

2 Look and write.

7 a

Different! This is a red backpack. That’s a yellow backpack.

Share your club book with the class.

Time to shine!

Stick and colour. Then play the game.

I’ve got …

backpack glasses scarf belt

I’ve got … 1 a 3

finis

star

5 Read. Then think and write.

ma ine g

Create

friends. What have they got? Tick (✓).

Step 2 5 Think about your

Unit 1, p11, Activity 1

Review

1 Find and write.

Step 1

Let’s make a club

Week 5



Look and point. Then ask and answer.

Where’s the

Review 1 Units 1 and 2

It’s in the

living room hall garden

Yes, I have.

Have you got a backpack?

Important to me Listen and number.

Where’s the coat?

He’s got a watch .

backpack

Have you got a backpack?

• • • • •

checklist for you.

4 Complete the

Mini-project

3 I can comment on a photo.

My favourite new word is

Have

photo!

2.19

Listen and number. Then say.

backpack? Yes, I have. Where’s mum? She’s in the bedroom . He’s got dark green glasses . Where’s the lamp? It’s on the table. Have you got white trainers ? Yes, I have. Where’s dad? He’s in the garden . She’s got a long scarf . The sofa is next to the table.

1 Have you got a

Review 1

Where

Review

Have

vehaslongonin

What a

He’s / She’s got . photo!

Then write and say.

4 Draw your friend.

Mini-project

and I can ask ns questio answer what I’ve about where got and are. things

I can write new words.

Review 1

I can sing two new songs.

I can read new words.

My home My things and

5 Read and colour.

Time to shine!

the table.

got dark hair.

the kitchen.

is Mum?

coat.

you got a watch? No, I haven’t.

6 The lamp is

5 My brother

4 Dad is

2 She’s got a

Where

Review 1

I can sing two s. new song

I can read new words.

3 Find and circle six words. Then write.

and s I can ask question answer what I’ve about where got and are. things

I can write new words.

My home My things and

5 Read and colour.

Time to shine!

the table.

Important to me

1 Read and trace. Then write the letter.

Review

What a

He’s / She’s got

Then write and say.

4 Draw your friend.

Mini-project

coat.

got dark hair.

the kitchen.

is Mum?

6 The lamp is

5 My brother

4 Dad is

vehaslongonin

you got a watch? No, I haven’t. 2 She’s got a

3 Find and circle six words. Then write.

Review

Vote. Say and sing.

4 I can say where things are.

My favourite song is

Review 1

Review Read and tick (✓).

2 I can talk about my home and my things.

1 I can read and write words about homes and things.

Time to shine!

Review 1, p21, Activity 4

2.18

3 Read and write.

Review

(every two units: Review)

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

cap

trainers

Find and trace. Then say.

pen

Let’s explore together Vocabulary PB p7

1 Trace and number.

Let’s review!

Look and play. Add one more.

Listen and match.

She’s got a short coat and new glasses.

1.11

ma ine g

I can describe my friends and talk about what they’ve got.

Unit 1, p7, Activity 1

1.10

long

fair

4 Read and match. Then say.

Listen and find.

dark

short

1.08

onder

Lesson 5

Lesson 4

Flashcards • Busy Book • Story cards • Poster

PB p7

Song and structures Have you got (a scarf)? Yes, I have. / No, I haven’t.

Let’s explore together Vocabulary

1 Trace and number.

Let’s review!

Lesson 1

Unit 1, p4, Activity 1

Watch and listen.

I’ve got a cap.

Listen, stick and say.

scarf

cap

S On

Lesson 3

Activity Book

1.02

Vocabulary My things

3 Trace and read.

trainers

Sing and act.

Shine

Extra print resources

Tell me!

What have you got in your classroom?

1.03

Grow

Lesson 2

Build

watch

ma ine g

backpack 5

coat

nd er

Listen and explore.

Week 4

Activity Book

1 1.01

Where are the children?

Lesson 1

Let’s explore together

Pearson English Portal

I n

4–5 hours per week

2–3 hours per week

Pupil’s Book

Teacher’s Digital Resources

Week 3

Week 2

F01_RS_TB2_5966_F01.indd 29 n

Week 1

Course planning

Practical tips and planning

2/24/21 11:52 AM

Welcome

b lu C s r e r lo p x E e in h S to the Rise and

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 club passport and present it to the class

30 M01_RS_TB2_5966_M01.indd 30

2/23/21 9:16 AM

Unit overview Target vocabulary Numbers and days of the week: numbers 11–20; Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday School items: notebook, pen, rubber, ruler Weather: cloudy, rainy, sunny, windy

Target structures It’s Monday today! This is my (pen). That’s your (ruler). How many (pencils)?

Phonics Functional language

th (this, that), th (thank you)

It’s (windy).

Values Recycling and building Hello! / Hi! / Welcome! / I’m… Who’s this? This is (Tess). That’s (Oscar).

Language stretch Welcome to the Explorers Club!

I welcome people to my neighbourhood.

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

Key progress indicator chart GSE range for Level 2: 15–26 (stretch 29)

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 recognise basic time words (days) in simple phrases or sentences. (22)

Recognise familiar words or numbers in phrases, sentences and texts.

Learners can understand basic phrases about the weather, if spoken slowly and clearly. (24)

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

Learners can introduce themselves in a basic way, giving simple information about where they live, their family, etc. (25)

Participate appropriately in common social and interpersonal exchanges using simple language and expressions.

Learners can ask simple questions about numbers of objects using a basic phrase (e.g. How many?). (26)

Participate in common informational, academic or transactional exchanges using simple language and expressions.

31 M01_RS_TB2_5966_M01.indd 31

2/23/21 9:16 AM

Lesson 1 – Vocabulary

Pupil’s Book page 4

Welcome

Objectives • Lesson aim: to introduce yourself and your friends • Target language: My name is…; This is / That’s (Stella). • Recycled language: Greetings and introductions: Hello! I’m…

to the Rise and Shine

Lesson 1

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

Who do you know?

GSE • Receptive: Listening: Can understand the main information when people introduce themselves. • Productive: Writing: Can use capital letters for names and titles.

0.04

Explorers Club

Listen and explore.

Wonder: spark curiosity • Encourage pupils to remember as much as possible about the characters and their lives from Level 1. Then have them look at the characters on the page and predict what they will do in Level 2. • Write the lesson objective on the board: We’re learning to introduce ourselves and our friends.

Oscar

Peanut My name is

Starting the lesson: warm up and song ● ●

Play the Welcome Song and have pupils follow the words. Play the song again and see if pupils remember the actions from Level 1. Encourage them to do or come up with actions for each line.

Tell me!

What’s your friend’s name?

Big Picture: Who do you know? ●

●

Ask pupils to look at the main picture and make guesses about the D iagn ose place. Pupils might remember the following words from Level 1: frog / rabbit / butterfly; doll / book / chair / desk; tree / leaf / grass; numbers 1–10. Point to Clara and ask pupils if they remember her name. Ask Where is she? and elicit ideas.

1 ●

●

Listen and explore. Elicit how to spell Clara’s name and write on the board as pupils say each letter. Tell pupils that Clara is making some new friends. Point to and say each name on the page, encouraging the pupils to repeat. Play the audio and have pupils point to the characters as they listen. 0.04

2 Point, trace and say. ●

●

Write your name.

Introductions This is (Tess). That’s (Oscar).

imaginative, by using a different voice or gestures. They then swap roles.

Activity Book page 2 1

Trace and match. Pupils trace the names to complete the speech bubbles and then match with the pictures.

ANSWER KEY: 1 Stella, 2 Tess, 3 Peanut, 4 Oscar, 5 Basil, 6 Clara

Audioscript

Oh, look. Who’s this? Hi. My name is Clara. Hello, Clara. I’m Stella. This is Tess. Hi! And that’s Oscar. Hello! This is Basil. Basil is my grandad. Hi, Clara. Can I help you? Hello! Is this a school in the park? It’s Saturday today, so… Tess A school? No. This is the Rise and Shine Explorers Club! Oscar Welcome to the club, Clara! Let’s be friends! Oh, and this is Peanut the rabbit! Clara Hi, Peanut!

Read Tess’s question in the speech bubble. Elicit the meaning of friend. Pupils tell each other their friend’s name in pairs.

3 Write your name. Draw pupils’ attention to the Explorers Club badge. Pupils write their names on the card in the space provided.

Ending the lesson Ask pupils to pretend to be one of the characters and roleplay welcoming a new pupil to the Explorers Club. Encourage them to be

Point, trace and say.

Basil Clara Stella Tess Stella Oscar Stella Basil Clara

Introduce pupils to Tess and tell them she’s the Wonder Helper.

●

Activity 1

Ask pupils to point at the characters and say their names again. They point and say This is (Tess). That’s (Basil). Have pupils trace the names on the page. WONDER HELPER

●

Clara

0.02

Starting the lesson

Learning path

Big Picture

Presentation: Activity 1

Wonder Helper

Practice: Activities 2 and 3

Activity Book Practice

Ending the lesson

M01_RS_TB2_5966_M01.indd 32

2/23/21 9:16 AM

Lesson 2 – Song

Objectives Lesson aim: to learn numbers 11–20 and days of the week Target language: It’s (Monday). Recycled language: Numbers 1–10

0.05

Sing and act.

S On

GSE • Receptive: Listening: Can get the gist of a simple song, if supported by gestures. • Productive: Speaking: Can say what day of the week it is using a basic phrase.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20! Hooray! Hooray! Let’s explore today! Monday, Tuesday, Wednesday, Thursday

Stella

Friday, Saturday, Sunday! Hooray! Hooray! Let’s explore today!

0.07

Wonder

• • •

Basil Lesson 2

Pupil’s Book page 5

Listen again and read. Tick (✓) and say.

Wonder: spark curiosity • Write the lesson objective on the board: We’re learning to say numbers 11–20 and the days of the week.

Tess

Assess

I can shine! I can shine! 3

ACHIEVE The pupil can say numbers 11–20 and the days of the week.

Choose and say. Thirteen!

It’s Monday!

ADJUST The pupil can say the numbers in order and up to five days of the week. ➔ Build up to saying all days of the week gradually. Play the song and pause after each day of the week for pupils to repeat.

I can recognise days of the week and numbers up to 20. Song Days of the week; numbers 11–20

Starting the lesson ●

Point to the characters in the picture D iagn ose and elicit their names, encouraging pupils to use the language This is / That’s.

1 ●

●

Sing and act.

Play the audio for pupils to listen. Then play again and have pupils sing along. Play the song a third time and introduce some actions, e.g. stand up and jump with each day of the week; Hooray! Hooray! – arms in the air, as if celebrating; Let’s explore today! – hold hand above eyes like a visor to show exploring.

2 ●

0.05

0.07

Listen again and read. Tick (✓) and say.

Draw pupils’ attention to the four calendar pages. Play the audio and have pupils tick the boxes when they hear each day and number.

3 Choose and say. ●

●

EXCEED The pupil can say and read all of the numbers and the days of the week correctly. ➔ Ask pupils to say what day of the week it is today.

Model the activity using the example in the speech bubbles. Have pupils point to the correct calendar page. Pupils work in pairs. One pupil says the number on the calendar and the other pupil says what day of the week it is.

●

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

Ending the lesson ●

Display the flashcards for numbers 11–20 across the board. Tell pupils to close their eyes and remove one of the flashcards. Pupils say which flashcard is missing.

Activity Book pages 2 and 3 2 Read and number. Pupils put the days of the week in order by writing numbers 1–7 next to them.

ANSWER KEY: 1 Monday, 2 Tuesday, 3 Wednesday, 4 Thursday, 5 Friday, 6 Saturday, 7 Sunday Extra time: Pupils read the question, then say the day of the week to their partner.

3 Find and circle. Then trace and write the number. Pupils find the

numbers in the picture and circle them. They then trace the words and write the numbers.

Starting the lesson

Learning path

Song

Practice: Activity 2

I can shine: Activity 3

Activity Book Practice

Ending the lesson

M01_RS_TB2_5966_M01.indd 33

33 2/23/21 9:16 AM

Lesson 3 – Story

Pupil’s Book page 6

Objectives Lesson aim: to read and understand a story about the weather Target language: cloudy, rainy, sunny, windy

Imagine

• •

Lesson 3

0.08

Listen, point and say.

windy

GSE • Receptive: Listening: Can understand basic phrases about the weather, if spoken slowly and clearly. • Receptive: Reading: Can understand simple sentences about the weather, if supported by pictures. • Productive: Speaking: Can say what the weather is like using basic phrases.

0.09

rainy

sunny

cloudy

Listen or watch. It’s sunny now!

It’s rainy!

Explorers Club

It’s cloudy.

Imagine: fostering imagination • Encourage pupils to be imaginative and creative in story lessons by brainstorming lots of different ideas. • Write the lesson objective on the board: We’re listening to and reading a story.

It’s windy!

Welcome to the Explorers Club!

Draw your favourite weather.

I can shine!

Let’s imagine!

One. It’s 3 Look Look at the at story. the story. cloudy.

Number Number and and say. say.

Starting the lesson ●

1 ●

●

iagn ose

sess

0.08

ACHIEVE The pupil can say what the weather is like using pictures as prompts.

Listen, point and say.

ADJUST The pupil can say what the weather is like using single words when prompted. ➔ Help by playing flashcard games to review key vocabulary. EXCEED The pupil can say what the weather is like using the structure It’s… without prompting. ➔ Ask pupils to roleplay being a weather presenter, choosing a day of the week and a type of weather.

Tell pupils they are going to listen to a story about the children at the Explorers Club. Play the audio or video and have the pupils follow the story in their books. ●

IMAGINE HELPER Introduce pupils to Clara, the Imagine Helper. Read Clara’s instruction in the speech bubble. Pupils draw a picture in the space in their Pupil’s Books. They can draw themselves in the picture if they wish. Encourage them to share their drawings with the class or in small groups.

3 Look at the story. Number and say. ●

Pupils look at the weather pictures, then look back at the story to find out in which order they appear. Then they answer, e.g. One. It’s cloudy. ANSWER KEY: windy 4, cloudy 1, rainy 2, sunny 3

10/15/20 5:55 PM

Assess

I can shine!

Listen or watch.

0.09

Story language It’s (rainy).

M01_RS_PB2_5515_M01.indd 6

Ask pupils to look at the pictures. Play the audio and have pupils say the words as they point. Pupils then trace the words.

2 ●

I can read a story about the weather.

Play a game called No, teacher! In L1, explain that you are going to say the days of the week, but they should listen carefully because you are very tired and might make a mistake. Slowly call out the days of the week in order, but with one mistake, e.g. Monday, Tuesday, Wednesday, Saturday… When pupils hear a mistake, they call out No, teacher! (Thursday!). D

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

Ending the lesson ●

Play a miming game. Explain that you’re going to pretend you are outside and the pupils have to guess what the weather is like. Demonstrate. Then have volunteers mime for the class.

Activity 2

1 Stella Tess Basil 2 Oscar Stella 3 Tess 4 Stella Tess Basil 5 All

Audioscript

It’s Monday! Let’s open the Explorers Club! Yes! But it’s cloudy… No, it’s okay. Come on! The table is wet! It’s rainy! Yes, it’s cold. Let’s go in. Look! It’s sunny now! Let’s go out! Oh, no! It’s windy! Help! My notebook! Let’s go in! Welcome to the Explorers Club!

Starting the lesson

Presentation

Story

Imagine Helper

I can shine: Activity 3

Activity Book Practice

Ending the lesson

M01_RS_TB2_5966_M01.indd 34

2/23/21 9:16 AM

M01_RS_PB2_55

Lesson 4 and 5 - Vocabulary and structuresPupil’s Book page 7 Objectives • Lesson aim: to talk about classroom objects. To use the sound th • Target language: That’s your (notebook); pen, rubber, ruler, notebook • Recycled language: This is my (pen).

Lesson 4 and 5

0.10

Listen and find.

rubber notebook

GSE • Productive: Speaking: Can name everyday objects in their immediate surroundings or in pictures, if guided by questions or prompts.

pen 2

0.11

Listen, read and say. What’s this? C h a nt This is my pen.

This is my pen. That’s your ruler.

Build: building confidence • Use realia to elicit words pupils are familiar with, e.g. pencil, book, chair. • Write the lesson objective on the board: We’re talking about classroom things.

What’s that? That’s my ruler.

s .

0.12

I can shine!

Listen and say. Then write.

My sounds

4 Play!

Play!

●

th This and that! Thank you! Thank you!

What’s that? That’s your pen.

I can ask and answer about objects.

Vocabulary Vocabulary and structures and structures This is This my (pen). is my That’s (pen). That’s your (ruler). your (ruler). 10/15/20 5:55 PM

M01_RS_PB2_5515_M01.indd 7

Read the example in the speech bubbles together. In pairs, pupils place a variety of classroom items on their desks. Pupils take turns to say whose item each one is, e.g. This is my (notebook). That’s your (pen).

ACHIEVE The pupil can name the classroom objects and say who they belong to.

10/15/20 5:55 PM

Ask What’s the weather like today? Ask questions to help elicit language, e.g. Is it (windy)?

1 ● ●

ADJUST The pupil can name the classroom objects. ➔ Ask questions to elicit my and your, e.g. Is this my pen or your pen?

Listen and find. Present the vocabulary with the flashcards. Play the audio. Ask pupils to point to the things they hear. Pupils trace the target vocabulary and say each word. 0.10

EXCEED The pupil can say who classroom objects belong to, using this and that correctly. ➔ Ask pupils to find other items and say who they belong to, e.g. That’s my (picture/coat).

●

BUILD HELPER Introduce pupils to Oscar the Build Helper.

●

Then ask pupils to replace the classroom objects with other items and say.

●

0.11

0.12

M01_RS_TB2_5966_M01.indd 35

Presentation: Practice: Activity 1 Activity 2

Listen and colour. Then say. Pupils listen, colour and say.

Activity 1

Play the audio and ask pupils to listen to the sounds. Drill the key sounds. Tell pupils to place one hand lightly touching their throat to notice the difference between the voiced and unvoiced sounds. Play the audio again and have pupils repeat each line and trace the letters.

0.13

ANSWER KEY: 1 pen – red, 2 notebook – yellow, 3 rubber – blue, 4 ruler – purple

Listen and say. Then write.

Starting the lesson

Give pupils four small pieces of paper each. On each one, they draw a classroom object. In pairs, pupils place their pieces of paper on the desk face down. They take turns to turn one over and say This is (your) (rubber). When they pick up their own picture, they keep it. The winner is the first pupil to collect all four pictures.

Activity Book page 3

Listen, read and say. Play the audio, pausing after each line for pupils to repeat. Play the chant again and encourage pupils to do actions to show my and your, and to use their own classroom objects.

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

Ending the lesson

Have pupils read the sentences in the box. Then ask them to find the objects and say This is my pen. That’s my ruler.

Assess

I can shine!

Starting the lesson ●

Build

ruler

nny

Audioscript

Stella Tess Oscar

Look… a pen, a rubber, a ruler and a notebook. This is my pen. It’s red. That’s your rubber. It’s red and blue. Yes. And this is my ruler. It’s yellow. That’s your notebook. It’s green. Stella Good! So, what’s in the Explorers Club Welcome pack? Tess and Oscar A pen, a rubber, a ruler and a notebook!

Presentation: Grammar

Build Helper

Phonics practice: Activity 3

I can shine: Activity 4

Ending the lesson

35 2/23/21 9:16 AM

Let’s be friends

I share toys!

Let’s be friends I share toys!

I like numbers and maths.

I celebrate all families!

I play with friends!

I try differ food!

I celebrate all families!

I play with friends!

I try differ food!

11 eleven

I share toys!

19 nineteen

I share toys!

● ●

al Ci ob

I play with friends!

How many pencils?

Play!

Twelve!

0.03 Play the karaoke version of the Welcome Song. Give each pupil a number flashcard from 1–20 randomly (if you have more than 20 pupils, you can have them do the activity in groups). Give pupils one minute to stand in a line with all the numbers in order.

Can you count in twos? 10 … 12 … 14 …

Play the audio and have pupils trace the numbers and words. Then have pupils take turns to say the numbers in pairs. One pupil points to a number and the other pupil says the number.

I can ask and answer about how many.

My Everyday English Asking how many; How many (pencils)? (Twelve).

Assess

I can shine!

Listen, write and say.

ACHIEVE The pupil can count, say and write numbers up to 20. ADJUST The pupil can recognise and say numbers up to 20.

Pupils count the number of items in each picture and write the numbers in word form under each one. ANSWER KEY: notebooks – eleven, crayons – fifteen, pens – twenty, rubbers – eighteen

EXCEED The pupil can count, say and write numbers up to 20 and ask and answer about how many.

GROW HELPER ●

Introduce pupils to Basil the Grow Helper. Read Basil’s question as a class. Show pupils how to count in twos, e.g. two… four… six… and encourage them to continue as a class.

3 Play! ●

●

Look at the picture together and ask How many pencils? Pupils count the pencils and compare their answer to the one in the speech bubble. Pupils put a number of pencils or other items on their desk. In pairs, one pupil asks the question and their partner counts and answers.

Give pupils time to put their checkpoint sticker on the Pupil’s Book page. SUPPORT Display the word cards in order in a column at the side of the board for pupils to refer to. Over time, they will assimilate the spelling of the words. STRETCH Ask pupils to play the game with other classroom items, e.g. books, chairs, etc.

Ending the lesson ●

Have pupils play Kim’s Game. In pairs, one pupil places a series of classroom items of different colours on their desk. They then give their partner 30 seconds to look at them. Then they place their open book face down over the items to cover them. Their partner has to say what was on the desk. For added challenge, have them say what colour each item is.

Starting the lesson

Presentation: Activity 1

Practice: Activity 2

I can shine: Activity 3

Grow Helper

Ending the lesson

Learning path

M01_RS_TB2_5966_M01.indd 36

I try differ food!

I can shine!

Think and share!

2 Count and write. ●

al Citiz e ob

Starting the lesson

0.14

I try differ food!

20 twenty

I celebrate all families!

I play with friends!

al Citiz e ob

Let’s be friends

15 fifteen

I celebrate all families!

17 18 seventeen eighteen

2 Count and write. 1

14 fourteen

13 thirteen

al Citiz e ob

OptDsixteen

12 twelve

Let’s be friends

OptC

Listen, write and say.

0.14

Lorem ipsum

Grow: nurturing growth in society • Promote Global Citizenship by encouraging pupils to think about the importance of looking after and keeping track of their things. • Write the lesson objective on the board: We’re learning to say and write numbers 11–20.

●

OptA

Lesson 6

GSE • Productive: Writing: Can write cardinal numbers up to 20 as words. • Productive: Speaking: Can ask simple questions about numbers of objects using a basic phrase (e.g. How many?).

●

al Cit ob

OptB

• • •

Grow

Objectives Lesson aim: to ask and answer about how many Cross-curricular connection: Maths: counting in twos Recycled language: pencil, crayon, notebook, rubber

Pupil’s Book page 8

Lesson 6 and 7 – Global citizenship

al Citiz e ob

2/23/21 9:16 AM

ay with iends!

I try different food!

lay with iends!

I try different food!

I like

I’ve got

Favourite number

Monday

Wednesday

1 Complete.

Thursday

I appreciate special clothes

GSE • Receptive: Reading: Can understand basic time words, e.g. days of the week. • Productive: Writing: Can write simple facts about themselves given prompts or a model. • Productive: Speaking: Can introduce themselves in a basic way, giving simple information about where they live, their family, etc.

Friday Saturday Sunday

The

lu Explorers C Gl

al Citiz e ob

I try different food!

al Citiz e ob

I appreciate special clothes

My name is I’m

assport

Shine: Time to shine! • Provide support for both independent and collaborative elements of project work by encouraging pupils to share ideas, but remind them that each pupil may have different ideas and preferences. • Write the lesson objective on the board: We’re going to make and present a club passport.

Time to shine! 2

Show and say. My name is Sam. I’m 8. My favourite day is Saturday. I like tomatoes. I’ve got a brother. My favourite number is twenty!

Welcome

Let’s explore together!

Unit project Explorers Club passport

Starting the lesson ●

Time to shine!

Before the lesson, make an Explorers Club passport for yourself. This will serve as a model text, but it will also help pupils connect with you as they want to know all about their teacher. Show the pupils your passport and allow them to ask you questions about the information you’ve provided.

2 Show and say. ●

●

This section revises Global Citizenship skills from the Grow spread such as personalisation and creativity. It also reviews vocabulary and structures from the Wonder and Build spreads, and Level 1. Activity 1 focuses on personalisation. Activity 2 fosters communication skills as pupils present their passports to the class.

Ending the lesson ●

1 Complete. ●

●

Ask Who is in the Explorers Club? and elicit the names of the characters. Tell pupils that they are going to join the Explorers Club. Look at the model passport together and elicit what kind of information goes in it (their favourite day, things they like, their possessions and/or family members and their favourite number). Pupils personalise their own Rise and Shine Explorers Club passport. They add the information that is true for them. They then draw a picture or stick a photo of themselves and write their name and age.

Tell pupils they are going to share their passports with the class. Read the example on the page. Have each pupil share their passport with the class. They can also add other information, e.g. I like cats. I’ve got ten pens. If you have a big class or less confident pupils, have them present to smaller groups. PROJECT TIP: digitalisation If you have the facilities, set up a blog for the class and post pictures of their passports. You could use the blog as a place to store pupils’ project work throughout the year as a digital portfolio. If you have permission from caregivers, you could upload videos of pupils giving their presentations.

Review ●

Shine

Tuesday

I try different food!

Favourite day

al Citiz e

Objectives • Lesson aim: to review the unit’s language and to make an Explorers Club passport • Revised language: I like…; I’ve got…; numbers 1–20, days of the week, food, family

passport

I appreciate special clothes

Review

ay with iends!

Project – My Explorers Club passportPupil’s Book page 9

I appreciate special clothes

My Explorers Club

lay with iends!

0 nty

al Citiz e ob

al Citiz e

●

Play a true or false game. Using the information from pupils’ passports, call out true or false sentences about them, e.g. Pablo’s favourite day is Monday. Pupils listen and say whether they think it is true or false, before checking with the pupil. Ask pupils to look at the Progress Chart for the Welcome Unit and tick the things they can now do.

Activity Book page 3 I can shine! 5 Trace, write and draw for you. Then say. Pupils complete the

picture by drawing their own face and hair. They then trace and complete the sentences and say them in pairs.

Extra time: Pupils write as many words as they can that begin with p.

Starting the lesson

Learning path

Review: Activity 1

Time to shine: Activity 2

Activity Book Practice

Ending the lesson

Learning path

M01_RS_TB2_5966_M01.indd 37

37 2/23/21 9:16 AM

r e h t e g o t e r o l p Let’s ex es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 1, the pupils will:

Name or describe common objects or people 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 club book and present it to the class

38 M02_RS_TB2_5966_M02.indd 38

2/23/21 9:26 AM

Unit overview Target vocabulary My things: backpack, belt, cap, coat, glasses, scarf, trainers, watch Adjectives: dark, fair, long, short (hair) Real-life heroes: a builder, a chef, an explorer, a teacher

Target structures Have you got…? Yes, I have. / No, I haven’t. He’s / She’s got…

Phonics Functional language

w (watch, windy), y (yellow, your)

What a great photo!

Values Recycling and building

I appreciate my community.

I’ve got… What’s this? It’s a/an… It’s…

Competency focus Language stretch That’s a good/great idea!

Understand the importance of make-believe. Learn through play.

Key progress indicator chart GSE range for Level 2: 15–26 (stretch 29)

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 answer simple questions about things they have in a basic way. (24)

Participate in common informational, academic or transactional exchanges using simple language and expressions.

Learners can describe someone’s physical appearance using one or two words. (24)

Use simple language to describe familiar objects and situations in short stretches of speech.

Learners can talk about familiar people and places using single words. (26)

Use a few words to name or talk about or describe familiar feelings, people and objects.

39 M02_RS_TB2_5966_M02.indd 39

2/23/21 9:26 AM

Lesson 1 – Vocabulary

Pupil’s Book page 10 W Wonder: spark curiosity ond er • Tell pupils this is a Wonder lesson. Encourage pupils to make inferences about the main picture and how it connects to the unit theme. • Write the lesson objective on the board: We’re learning words for our things.

Objectives • Lesson aim: to recognise and name personal objects • Target language: backpack, belt, cap, coat, glasses, scarf, trainers, watch • Recycled language: I can see…; book, pen, pencil GSE • Receptive: Listening: Can understand simple questions asking for basic information about objects in their immediate surroundings or in pictures (e.g. colour, size), if addressed slowly and clearly. • Productive: Speaking: Can name everyday objects from spoken descriptions, if supported by pictures.

Materials • Audio; Video; Flashcards

Starting the lesson: warm up and song

Lesson 1

Where are the children?

1.01

coat

●

Listen and explore.

Big Picture: Where are the children? ●

trainers 3

scarf ●

backpack

8 Tell me!

What have you got in your classroom?

1.02

watch

cap

glasses

Listen, stick and say.

3 Trace and read. 4

Ask pupils what they bring with them to In troduc school every day. Elicit ideas and write them on the board. Then have them open their books and see if they can find these items on the page. Play the Welcome Song (audio track 0.02) and have pupils sing and do the actions. e

Let’s explore together

Watch and listen.

ANSWER KEY: They are in the Explorers Club.

I’ve got a cap.

1 ●

Vocabulary My things

Ask pupils to look at the main picture D iagn ose and think about where the children are. Point to things they may know in the picture and ask questions to elicit what is happening in the scene, e.g. Where are the children? What colour is the book? What things have they got? Ask pupils to find the book on the table in the picture. Point to the two people. Ask Who are they? and elicit ideas. Pre-teach the word explorers. SUPPORT Point to the belt on the table and ask What’s this? Where are they? STRETCH Elicit what clothes the people in the book on the table are wearing. Then ask What do they do? and elicit suggestions about the jobs people wearing these types of clothes might do.

Listen and explore. Ask pupils to look at the main picture. Play the audio and have pupils point to the characters in the picture as they listen. Ask a follow-up question, e.g. Who has got glasses? (Tess). SUPPORT Before listening, ask pupils to look at the main picture and say which things each character will talk about. Then play the audio for them to listen and check. STRETCH After listening, ask pupils who has 1.01

Starting the lesson

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

M02_RS_TB2_5966_M02.indd 40

2/23/21 9:26 AM

more things: Tess, Oscar or Clara (Tess has three things). TEACHER TIME TO SHINE: Total Physical Response Doing actions and using the body can help pupils internalise new vocabulary. While teaching new vocabulary, encourage pupils to do an action to represent it, e.g. putting on an imaginary coat or scarf, or looking at a watch.

●

1.02

Ending the lesson

Listen, stick and say.

Play the audio and have pupils point to the sticker space for each item in their books. Help pupils find the stickers in the back of their books. Play the audio again and have pupils place the stickers in the correct place. Encourage them to repeat the words as they do this.

Activity Book page 4 Le

t’

ANSWER KEY: 1 coat, 2 trainers, 3 scarf, 4 backpack, 5 watch, 6 cap, 7 belt, 8 glasses

●

Pupils trace and read the target vocabulary on the page. Draw pupils’ attention to the speech bubble and read it together. Drill the sentence chorally, then say I’ve got a… and elicit various responses from the class, encouraging pupils to use the target vocabulary. In pairs, pupils take turns to name things they have got using the target structure I’ve got… WONDER HELPER

Trace and number. Pupils trace the words and then match with the pictures by writing the correct number.

Wonder Helper: Pupils circle the items people wear on their head. ANSWER KEY: Pupils should circle: glasses, cap

Assess

Extra time: Pupils say the words in alphabetical order. ANSWER KEY: backpack, belt, cap, coat, glasses, scarf, trainers, watch

Activity 1

Audioscript

Stella Hello, children! What’s all this? Oscar, Tess and Clara Hello, Stella! Oscar We are explorers! Look, I’ve got my coat and my scarf. Tess I’ve got my backpack, my watch and my glasses. Clara I’ve got my cap and my belt. I like this belt! Oscar, Tess, are you ready? Oscar I haven’t got a cap or a belt… Stella I’ve got a cap. Here you are! Oscar Oh, thanks, Stella! Are you an explorer, too? Stella Well, I’ve got my coat and my trainers… Oscar, Tess and Clara Great! We’re ready!

●

Find and trace. Then say. Pupils find the items in the Pupil’s Book. They then trace and say the words.

ANSWER KEY: 1 coat, 2 watch, 3 scarf, 4 backpack, 5 glasses, 6 cap, 7 belt, 8 trainers

Remind pupils that Tess is the Wonder Helper. Read Tess’ question in the speech bubble. Ask pupils to look around the classroom and think about the things they can see. Encourage them to look at the things their classmates might have. Pupils can make a list of things in pairs.

●

s Revie

3 Trace and read. ●

Play a miming game to review the target vocabulary. Invite a pupil to the front and show them a flashcard. The pupil mimes putting on the item and the class guesses what it is.

●

Watch and listen. Tell pupils that they are going to watch a video about their things. Ask them which objects they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions.

Extra activity Play a draw and guess game. Slowly start to draw one of the vocabulary items from the lesson on the board and have pupils guess what it is as you draw. Ask pupils to draw on the board and continue playing.

Activity 2

1 a coat 2 trainers 3 a scarf

4 a backpack 5 a watch 6 a cap

7 a belt 8 glasses

Practice: Activity 3

Wonder Helper

Our World video: Activity 4

Extra activity

Activity Book Practice

Ending the lesson

Learning path

M02_RS_TB2_5966_M02.indd 41

Wonder

FUTURE SKILLS: enquiry and imagination Ask pupils if they have all the things from the target vocabulary today. In L1, ask pupils why they need (or don’t need) each item. Have pupils think about what alternative things pupils in different parts of the world might have.

41 2/23/21 9:26 AM

Lesson 2 – Song and structures

Pupil’s Book page 11

Objectives • Lesson aim: to ask and answer about personal items • Target language: Have you got (a cap)? Yes, I have. / No, I haven’t. • Recycled language: I’ve got… GSE • Receptive: Listening: Can understand basic phrases or sentences about things people have if supported by pictures. • Productive: Speaking: Can talk about personal possessions (e.g. toys, pets) using simple language. Can name everyday objects around them or in pictures using single words.

nd er

ma ine g

Build

W Wonder: spark curiosity ond er • Engage pupils with the unit theme by having the pupils act out getting ready for exploring. They imagine putting on their coats, trainers, etc. Then ask them where they want to go exploring and elicit ideas, e.g. the forest, the jungle, the mountains. • Write the lesson objective on the board: We’re learning to ask and answer about our things. Materials • Audio; Flashcards

Starting the lesson

Shine

Grow

●

Lesson 2

1.03

Sing and act.

S On

2 1

1.05

1 ●

●

Listen and tick (✓) or cross (✗). Say. 2

3 ●

Have you got a scarf? Yes, I have. / No, I haven’t.

belt

●

Ask and answer. Have you got a watch?

Yes, I have!

I can name my things. Song and structures Have you got (a scarf)? Yes, I have. / No, I haven’t.

●

1.03

Sing and act.

Display the flashcards from Lesson 1 on the board. Play the audio and ask pupils if they heard any of the things from the flashcards. Play the song again and have pupils join in. Demonstrate actions (holding imaginary backpack straps, pointing to your wrist for watch, circling your eyes for glasses, pointing to your feet for trainers, zipping up an imaginary coat, etc. Nod and shake your head for Yes and No). When pupils are confident, play the karaoke version (audio track 1.04) and have them sing along and do the actions.

I can shine! 3

Play a game using the flashcards from Lesson 1. Choose a flashcard and quickly show it to the class, only letting them see it for a couple of seconds before turning it around. In pairs, pupils whisper what they think they saw before calling out the answer. Repeat with other flashcards.

1.05

Listen and tick (✓) or cross (✗). Say.

D i a g n o s e Practise the target question by asking a few pupils Have you got a (cap)? and elicit a Yes or No response. Point to the item in each question or hold up a flashcard for support. Then draw pupils’ attention to the three pictures on the page and ask Have you got a…?, eliciting the name of the item in each picture. Play the audio and have pupils tick or cross the pictures. Read the question and two answers in the box and drill chorally. Then divide the class into two and have half the class repeat the question and the other half repeat the answers. Switch roles so that everyone gets to practise both.

ANSWER KEY: 1 ✗, 2 ✓, 3 ✓

Starting the lesson

Learning path

Song

Presentation: Activity 1

Presentation: Grammar

M02_RS_TB2_5966_M02.indd 42

2/23/21 9:26 AM

3 Ask and answer. ●

●

Model the activity by pointing to an item in the main picture and eliciting the question: Have you got a (cap)? Elicit different answers from pupils. Repeat with all the items. Pupils work in pairs to ask and answer questions using the items from the main picture. Monitor and help as necessary.

ACHIEVE The pupil can ask and answer questions about personal belongings and give an appropriate answer.

1.06

Listen and circle. Play the audio. Pupils listen and circle Yes or No.

ANSWER KEY: 1 Yes, 2 No, 3 No, 4 Yes

Trace. Then look and circle. Pupils read the questions and look at the picture to check. They trace the girl’s answers.

ANSWER KEY: 1 Yes, I have. 2 No, I haven’t. 3 Yes, I have. 4 Yes, I have.

I can shine!

Assess

I can shine!

Activity Book page 5

Wonder

SUPPORT Write the question and two answer options on the board. Draw a large tick next to Yes, I have and a large cross next to No, I haven’t. Pause the audio after each question and have pupils point to the tick or the cross, before writing the answer in their books. STRETCH Have pupils ask and answer further questions about the items in the main picture in pairs, e.g. Pupil A: Have you got a belt? Pupil B: No, I haven’t.

Circle and colour. Then ask and answer. Pupils identify the words in the word snakes and then colour them according to the words they found.

ANSWER KEY: Pupils should circle: yellow, belt, red, scarf. Pupils should colour the belt yellow and the scarf red. Pupils colour the Wonder checkpoint pebble.

ADJUST The pupil can understand questions about personal belongings and give an appropriate answer, but with errors.

Extra time: Pupils think about their favourite clothes and share with their partner.

Activity 1

EXCEED The pupil can ask and answer questions about personal belongings without prompting. ●

Girl

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

Fast finishers Pupils can ask and answer about items they have in their backpacks or on their desks.

Boy Girl Boy Girl Boy

Ending the lesson ●

Boy Girl

Give pupils a piece of paper and tell them to draw three pictures of things from the page. They mustn’t let their partner see their paper. Pupils then try to guess what three pictures their partner drew and ask and answer questions using the target language. The first pupil to guess all three of their partner’s items is the winner.

Audioscript

Have you got a backpack and a watch? Have you got a backpack and a watch? Yes, I have. Yes, I have. Yes, I have. Yes, I have. Have you got trainers and a coat? Have you got trainers and a coat? Yes, I have. Yes, I have. Yes, I have. Yes, I have. Have you got glasses and a scarf? Have you got glasses and a scarf? Yes, I have. Yes, I have. Yes, I have. Yes, I have. Have you got a belt and a cap? Have you got a belt and a cap? No, I haven’t. No, I haven’t. No, I haven’t. No, I haven’t. No, I haven’t. No, I haven’t.

Activity 2

1 Child 1 Have you got a watch? Child 2 No, I haven’t. 2 Child 1 Have you got a coat? Child 2 Yes, I have. 3 Child 1 Have you got a scarf? Child 2 Yes, I have.

Practice: Activity 2

I can shine: Activity 3

Activity Book Practice

Ending the lesson

Learning path

M02_RS_TB2_5966_M02.indd 43

43 2/23/21 9:26 AM

Lesson 3 – Story

Pupil’s Book page 12 Im Imagine: fostering imagination agine • Tell pupils this is an Imagine lesson. Encourage pupils to be imaginative and creative in story lessons. Have pupils come up with ideas for their own class mascot. In future lessons, they can use target language to build up information about their mascot. • Write the lesson objective on the board: We’re listening to and reading a story about working together.

Objectives • Lesson aim: to read and understand a story about working together • Recycled language: Have you got (a mascot)? Yes, I have / No, I haven’t; backpack, cap; butterfly, cat, frog, rabbit • Receptive language: mascot GSE • Receptive: Reading: Can recognise simple words and phrases related to familiar topics, if supported by pictures. • Receptive: Listening: Can understand basic phrases or sentences about things people have, if supported by pictures.

Lesson 3

1 How many? Look at the story. Count and write the number.

belts 2

backpacks

Build

Shine

Grow

RECEPTIVE SKILLS TIP Before listening to the story, give pupils a task to do to give them a reason for reading or listening. Tell pupils to find out how many animals appear in the story (four). To stretch pupils, ask them to name the four animals.

That’s a good idea! Look! The mascot has got long ears, too.

Have you got backpacks?

Explorers Club I’ve got lots of things for the club!

agine

I know! A rabbit! Let’s make a rabbit mascot!

caps

Listen or watch.

1.07

onder

Materials • Audio; Video; Story cards; Flashcards; soft toy or picture of mascot

Yes, I have! Here you are!

Thank you!

Peanut has got long ears.

The Explorers Club has got a mascot!

I can shine!

●

3 Circle the club mascot. Let’s look for ideas.

Have you got a mascot?

a frog

a cat

a butterfly

a rabbit

●

4 Act out.

Let’s imagine!

A cat?

What has the club got? Is Peanut happy?

No, I haven’t.

Story value A story about working together

●

I can understand a story about choosing a club mascot.

Story language Have you got (a mascot)?; (Peanut) has got (long ears).

Starting the lesson ●

Invite one pupil to the front and give them a flashcard from Lesson 1. Invite the other pupils to guess what’s on the flashcard by asking Have you got a (belt)? etc. The pupil should respond with Yes, I have or No, I haven’t. When a pupil guesses correctly, it’s their turn to take a flashcard. FUTURE SKILLS: enquiry and imagination Encourage pupils to think of questions they have about the story. Give pupils a slip of paper on which to write their questions. Allow them to use L1 if necessary. Collect the questions and discuss as a class.

1 ●

sess

How many? Look at the story. Count and write the number.

Ask pupils to look at the three pictures and elicit the target vocabulary. They then look at the pictures from the story, count the items, write the numbers and trace the words. ANSWER KEY: belts: 1, backpacks: 3, caps: 2

Listen or watch.

1.07

Tell pupils they are going to listen to or watch a story about the children at the Explorers Club. Play the audio or the video and have the pupils follow the story in their books. Play the audio or video again and pause after each line for pupils to repeat. Encourage them to copy the characters’ pronunciation and intonation. SUPPORT Before listening to the story, give pupils time to look carefully at the pictures. Discuss in L1 what they think is happening in each frame. STRETCH After listening to the story, ask pupils why Peanut is trying to be noticed in Frames 4 and 5 (he wants to be the club mascot). IMAGINE HELPER Read Clara’s questions in the speech bubble. Elicit that the club has got a new mascot. Explain that a mascot is a special toy or character that represents a club or person. Ask Is Peanut happy? Why not? Elicit ideas and explain that Peanut thinks the children have forgotten him in their search for a mascot. They didn’t notice Peanut, who is right in front of them. Peanut is happy when he is chosen as the mascot. Use the discussion to highlight how we can find everything we need around us if we look carefully.

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

Imagine Helper

M02_RS_TB2_5966_M02.indd 44

2/23/21 9:26 AM

3 Circle the club mascot. ●

Activity Book page 6

ANSWER KEY: a rabbit

Extra activity Pupils draw a picture of a mascot for their class. Then have them share their drawings and present their mascots to the class.

ACHIEVE The pupil can read or say lines from the story without extra support. ADJUST The pupil can repeat lines from the story when prompted. ➔ Provide more support by building up the lines, pausing the audio after each short phrase. EXCEED The pupil can read or say lines from the story unprompted and can improvise.

●

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

Story extension Pupils act out the story using their own mascot pictures. Personalising the story encourages imagination and helps pupils make connections with their world.

Ending the lesson ●

Find and colour the caps. Then count and write. Pupils find and colour the caps in the picture. They count the caps and write the number.

ANSWER KEY: 6

I can shine!

Assess

I can shine!

Trace. Then read and circle. Pupils trace the words. Then they look at the pictures and circle the correct word.

ANSWER KEY: 1 backpacks, 2 mascot, 3 mascot

4 Act out. ●

Imagine

Pupils look at the picture and circle the mascot from the story. Allow them to look back at the story and find the picture of the mascot.

guesses, the pupils win a point. Invite pupils to take your role and play again.

Draw three things. Then ask and answer. Pupils draw three items of their choosing. They then ask and answer questions in pairs.

Pupils colour the Imagine checkpoint pebble. Extra time: Pupils choose their favourite frame from the story and share with their partner.

Activity 2 1

Stella Clara 2 Oscar Stella Oscar 3 Stella Oscar Tess 4 Basil Oscar Tess 5 Oscar Tess Oscar 6 Clara 7 Clara Tess

Audioscript

I’ve got lots of things for the club! I like the caps! Have you got backpacks? Yes, I have! Here you are! Thank you! Have you got a mascot? No, I haven’t! A mascot for the club! That’s a good idea! Let’s look for ideas. A cat? A frog? A butterfly? Look at Peanut! I know! A rabbit! Let’s make a rabbit mascot! That’s a good idea! Peanut has got long ears. Look! The mascot has got long ears, too. The Explorers Club has got a mascot!

Play a game with the whole class. Have the pupils sit in a circle. Give one pupil a soft toy mascot or a picture of the mascot from the story. Tell pupils to pass the mascot around the circle and count to ten. Close your eyes as pupils do this. When they reach ten, all pupils should put their hands behind their backs. You open your eyes and try to guess which pupil has the mascot, asking Have you got the mascot? If you don’t guess correctly after three

Extra activity

I can shine: Activities 3 and 4

Story extension

Activity Book Practice

Ending the lesson

Learning path

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Lesson 4 – Vocabulary and structures Objectives • Lesson aim: to describe people’s appearance • Target language: He’s / She’s got (long) hair; dark, fair, long, short • Recycled language: coat, scarf; I’ve got… GSE • Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. • Productive: Speaking: Can describe someone’s physical appearance using one or two words.

Pupil’s Book page 14 Build: building confidence Build • Build confidence through repeated drilling of the target language in the chant. To make this more fun, call out each line, but replace the adjectives with a beep sound. Pupils repeat the line, but say the correct adjective instead of the beep. • Write the lesson objective on the board: We’re learning words to describe people. Materials • Audio; Flashcards

Starting the lesson ●

Lesson 4

1.08

Listen and find.

Listen and number. Say.

1.09

●

short dark fair

1.10

●

Listen, read and say. She’s got long hair.

h a nt

She’s got long hair. He’s got short hair. She’s got dark hair. He’s got fair hair.

●

Sonia

Veronica

He’s got short, fair hair.

He’s got short, dark hair.

She’s got long, dark hair.

ANSWER KEY: short 2, dark 4, fair 3, long 1

●

David

She’s got long, fair hair.

Listen and find.

Listen and number. Say. Play the audio. Ask pupils to listen and write numbers 1–4 next to the correct picture. Play the track again, pausing after each line for pupils to repeat the words. Pupils trace the target vocabulary and say each word. Then hold up the flashcards again and elicit each new word.

1.08

Look at the picture and elicit that Tess is showing us a photograph of some friends. Use the flashcards and word cards to present the new vocabulary. Hold up each card and say the word for pupils to repeat. Play the audio. Ask pupils to point to the people in the picture while they listen. Check pupils are pointing to the correct people.

4 Read and match. Then say. 1

D i a g n o s e Display the flashcards of the characters and elicit their names. Then ask pupils to find differences between the pictures in L1 or L2. This will allow you to find out what they already know.

long 3

Show the flashcard of Peanut and elicit what pupils know about him. Encourage them to use full sentences, but also accept single words.

Teo

Vocabulary and structures Adjectives; She’s got (long) hair.

●

1.09

SUPPORT Bring four pupils to the front: one with long hair, one with short hair, one with dark hair and another with light brown / blond hair. Point to each pupil and say the adjective that describes their hair. Have pupils repeat the words. STRETCH Have pupils look at the other pupils in the class and find someone who has long hair, short hair, dark hair and light brown / blond hair.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Build Helper

Practice: Activity 3

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FUTURE SKILLS: critical and reflective thinking skills Stick the four word cards on the board. Tell pupils to think about which words are opposites. Give pupils a couple of examples to demonstrate what opposites are, e.g. big/small, happy/sad. Pupils discuss which words are opposites in pairs. Then have one pair come to the board and put the cards in pairs (long/short, fair/dark). Elicit more examples of opposites and write on the board.

Fast finishers Ask pupils to write short descriptions of members of their family and friends.

Build

RECEPTIVE SKILLS TIP Support pupils’ ability to respond to and evaluate listening texts. Display the character flashcards around the classroom. Call out a sentence describing one of the characters and have pupils walk to the flashcard, e.g. She’s got dark hair. Repeat as necessary. With large classes, you can divide the class into groups and have them take turns. Keep the flashcards displayed for the next activity.

Ending the lesson Play a game. Show pupils a character flashcard or a picture of a person. Tell pupils you’re going to say a sentence about the picture that might be correct or incorrect. If it’s correct, they stand up. If it’s incorrect, they sit down. Read out one of the sentences from Activity 4 and have pupils do the correct action.

●

Activity Book page 7

Trace. Then look and write. Pupils read the descriptions and trace the adjectives. They then match with the pictures of the characters by writing 1 or 2.

ANSWER KEY: short hair 1, long hair 2, dark hair 1, fair hair 2 BUILD HELPER Point to Oscar the Build Helper. Say He’s got short hair. Ask Have you got short hair? and elicit answers from various pupils. Then have pupils read the sentence in the box. Then point to different pupils and say He’s / She’s got… and elicit how to complete the sentence from the class.

3 ● ●

●

1.10

Listen, read and say.

Play the audio and ask pupils to listen and read. Play the audio again, pausing after each line for pupils to repeat. Play the chant again and encourage pupils to point to the character flashcards placed around the room as they say the chant.

ANSWER KEY: 1 He’s got, 2 She’s got, 3 She’s got, 4 He’s got Extra time: Pupils read the question and share their answer with their partner.

4 Read and match. Then say. ●

●

Follow, find and write. Then say. Pupils follow the lines to find out which items belong to the boy and the girl. They then complete the sentences using the words in the wordpool.

Explain that there are more children in the Explorers Club. Point to the pictures and say the name of each child in turn, encouraging pupils to repeat the names. Pupils read the sentences and match with the ID cards by drawing lines. In pairs, pupils take turns to say a sentence and say who it describes, e.g. Pupil A: She’s got long, fair hair. Pupil B: Veronica. ANSWER KEY: 1 b, 2 d, 3 a, 4 c SUPPORT Display the flashcards and word cards on the board and allow pupils to refer to them as they do the activity. STRETCH Have pupils do the second part of the activity with the sentences covered.

Activity 1 Tess

Audioscript

Look! He’s got short hair. Look! He’s got dark hair. Look! She’s got long hair. Look! She’s got fair hair.

Activity 2

1 long 2 short 3 fair 4 dark

Activity 3 Oscar

Let’s go everybody, listen to me! She’s got long hair. He’s got short hair. She’s got dark hair. He’s got fair hair. Let’s go everybody, chant with me! Children She’s got long hair. He’s got short hair. She’s got dark hair. He’s got fair hair.

Presentation: Grammar

Practice: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 5 – Communication

Pupil’s Book page 15

Objectives • Lesson aim: to talk about what people have got. To use the sounds w and y • Speaking function: to describe people and their things • New language: a long/short scarf, a yellow watch • Recycled language: Have you got (a coat)? Yes, I have / No, I haven’t; backpack, belt, cap, coat, glasses, scarf, trainers, watch; long, short, fair, dark

Build: building confidence B • Build confidence by encouraging u i l d pupils to notice patterns between the language in this lesson and in Lesson 4. In Lesson 4, pupils described people’s hair using He’s / She’s got… with adjectives. In this lesson, pupils learn to describe personal objects. • Write the lesson objective on the board: We’re learning to talk about the things our friends have got.

GSE • Receptive: Listening: Can understand basic phrases or sentences about things people have if supported by pictures. • Productive: Speaking: Can talk about personal possessions (e.g. toys, pets) using simple language.

ma ine g

onder

Lesson 5

umber. Say.

1.11

●

Listen and match.

Starting the lesson

Shine

Grow

Build

Materials • Audio; scissors, glue

Look and play. Add one more.

1.12

RECEPTIVE SKILLS TIP Before listening, have pupils look at the pictures in Activity 1 and say what they see. This activates prior knowledge and reviews target vocabulary, helping pupils prepare effectively for the listening task.

Listen, write and say.

My sounds

She’s got a short coat and new glasses.

She’s got a long belt, too. Blue backpack!

●

It’s windy! Look at your yellow watch!

I can shine! 4

Play a game. Have pupils stand in a circle. Tell pupils that you’re going to call out a sentence, e.g. I’ve got long, dark hair. If the sentence is true for the pupil, they need to cross the circle and change places with another pupil. Pupils need to listen carefully to play the game.

●

Cut out, choose and play.

1.11

Listen and match.

Draw pupils’ attention to the pictures of the three children. Ask pupils if they can find examples of the following adjectives: long, short, fair, dark. Point to the three backpacks and tell pupils that they belong to the three children. Play the audio and have pupils match the backpacks with their owners.

Yes, I have.

Have you got glasses? She’s got glasses.

I can describe my friends and talk about what they’ve got. Communication Describing objects; sounds w and y

TEACHER TIME TO SHINE: co-operative learning You can do this as a Think, Pair, Share activity. After each part of the audio, pause and give pupils a few seconds to look at the pictures and find what they hear (Think). Then have pupils point to the correct picture in pairs before drawing lines to match (Pair). Finally, check answers as a class (Share). ANSWER KEY: 1 c, 2 b, 3 a

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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2 Look and play. Add one more. ●

3 ●

●

1.12

My sounds

Listen, write and say.

Ending the lesson ●

Have pupils look at the picture and say what they see. Try to elicit watch. Drill the key sounds w – w – watch. Ask What colour is the watch? Drill y – y – yellow. Play the audio. Ask pupils to listen, point to the picture and repeat the sounds. Have pupils trace the letters on the page as they say each sound. Play the audio again and have pupils repeat each line. Then try to elicit more words with each sound.

Tell pupils to open their books on page 10 and look at the big picture again. In pairs, pupils make statements using He’s / She’s got… about the people in the picture. Ask them to describe the people and their things.

Activity Book page 8

1.13

4 Cut out, choose and play. ●

●

Ask pupils to cut out the backpack. They then cut out the small objects and choose three to stick on their backpack. Show pupils how to hold up their backpack picture so that their partner can only see the front, not what is ‘inside’. In pairs, pupils ask and answer to guess what is in each other’s backpacks using Have you got…? Yes, I have / No, I haven’t. Pupils find a new partner and tell them what their friend has in their backpack, using He’s / She’s got…

Listen and match. Play the first part of the audio. Pupils listen and match Picture 1 with the items the girl has got. They then listen to the second part of the audio and match Picture 2 with the items the boy has got.

ANSWER KEY: 1 second, third and fifth pictures, 2 first, fourth and sixth pictures

1.14

Listen and repeat. Then circle. Play the audio. Pupils listen, repeat the word and circle the correct letter.

ANSWER KEY: 1 w, 2 y, 3 w, 4 y, 5 w

I can shine!

Assess

I can shine!

Build

●

FUTURE SKILLS: collaboration and communication skills Tell pupils that they are going to prepare an imaginary backpack for a day trip to the forest. What things will they need to take? Pupils work in small groups to draw a picture of a backpack and draw or write the things they want to take.

Look at the first speech bubble together. Have pupils guess the backpack. Then read the answer in the second speech bubble. In pairs, one pupil chooses a backpack and their partner makes a sentence saying what things the person has using He’s / She’s got… The first pupil tries to add one more thing with a new sentence.

ACHIEVE The pupil can ask and answer questions about personal objects without prompting.

Listen to a friend and draw. Then swap. In pairs, pupils tell each other which personal objects to draw in each picture, e.g. He’s got blue glasses.

Pupils colour the Build checkpoint pebble. ADJUST The pupil can ask and answer questions about personal objects with scaffolding. ➔ Support pupils with extra practice using model questions. Use colour coding for each part of the sentence: Have you got a cap?

Activity 1

EXCEED The pupil can ask and answer questions about personal objects using adjectives to describe them. ➔ Ask pupils to ask and answer further questions about their belongings in pairs, using their real backpacks or pencil cases.

●

Audioscript

1 Man Have you got a scarf in your backpack? Woman Yes, I have. I’ve got a long scarf, and I’ve got a watch and a cap. 2 Man Have you got a coat in your backpack? Girl No, I haven’t. Man Have you got trainers? Girl Yes, I have. I’ve got trainers, a short scarf and my glasses. 3 Man Have you got a watch in your backpack? Boy No, I haven’t. I’ve got a coat, a belt and glasses.

Activity 3

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

w w w windy w w w watch y y y your y y y yellow It’s windy! Look at your yellow watch!

Phonics practice

I can shine: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 6 – Global Citizenship

Pupil’s Book page 16

I try different food!

Materials •obalAudio; Video;balFlashcards; pictures of people Citiz Citiz e e o doing jobs n

GSE • Receptive: Listening: Can recognise words and simple phrases related if spoken Citiz al Citiz al Citizslowly and altopics, al Citizto familiar e e e e ob ob ob ob clearly and supported by pictures. •OptA Productive: Speaking: Can talk about familiar people and be share I celebrate all I play with friends families! friends! places usingLet’s single words. Itoys!

Grow: Nurturing growth in society G ro w • Promote Global Citizenship by encouraging pupils’ awareness of people’s roles in society and the community. At the end of the lesson, ask them to think about what they can do to help other people in their community. • Write the lesson objective on the board: We’re learning words to talk about jobs.

Objectives • Lesson aim: to explore the importance of people as a community • Cross-curricular connection: Citizenship • Global Citizenship theme: Real life heroes in the community • Target language: builder, chef, explorer, teacher • Recycled language: He/She is/isn’t…; mum, dad, backpack, long, short, dark

I appreciate special clothes

Starting the lesson Demonstrate the meaning of help by trying to pick up a lotI appreciate of classroom objects, e.g. books, special clothes and pretending that they are too heavy for you. Ask Can you help me, (Ivan)? and allow that pupil to help you carry the objects to another part of the classroom. ● Say (Ivan) helps me carry the (books). Then write I can help the teacher on the board and elicit I try different I appreciate food! clothes other waysspecial in which pupils can help in class. ●

OptB Let’s be friends I share toys!

Lesson 6

1.15

I celebrate all families!

We think about my our I appreciate community. community.

Listen, look and find.

1.16

Lorem ipsum

builder I share toys!

I try different food!

Listen, point and say.

OptC Let’s be friends

I play with friends!

I celebrate all families!

chef

I play with friends!

Listen, look and find. Ask pupils to look at the pictures and say what l Citiz see a school / She’s got glasses / al Citiz see, e.g.ba e e ob they o I can He’s got a backpack. ● Play the audio and present the vocabulary I try different I appreciate food! flashcards special for clothes pupils to repeat each word. Then hold up each card for them to say the word and find it in the pictures on the page. 1.15

3 Circle the odd one out. 1

a b

Think and share!

Who’s a hero in your community? 2

a b

●

4 16

D i a g n o s e Ask pupils how the people in the pictures help us in different ways. Allow answers in L1, but encourage them to say words they know in English. Elicit that the people live in the same place and form part of a community.

2 ●

Watch and listen. ●

Global Citizenship My community

I play with friends!

I celebrate all families!

explorer

I share toys!

al Citiz e ob

Let’s be friends

teacher

OptD

al Citiz e ob

●

1.16

Listen, point and say.

Play the audio, pausing after each description. Pupils listen and point to the correct person. Play the track again for pupils to repeat the words. Point to each person in the picture and ask Who’s this? Then ask pupils which people work in their school (teacher and chef).

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Practice: Activity 3

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Background information (Culture and CLIL)

RECEPTIVE SKILLS TIP Before the first listen, assign one of the four words to each pupil. Make sure each pupil knows which word they have. Tell pupils to stand up when they hear their word. This will help them discriminate the key words from the rest of the text.

3 ●

●

Circle the odd one out. A s ss se Ask pupils to look at the first set of three pictures. Elicit the jobs the pictures represent. Pupils circle the odd one out in their books. Then have them compare answers in pairs.

TEACHER TIME TO SHINE: encouraging use of L1 At this level, pupils won’t have enough language to be able to express complex ideas in English. However, it is important to allow pupils to share their ideas, even if they are not able to do so in L2. Ask questions in L2 where possible and provide key vocabulary and structures to help scaffold the discussion. Allow pupils to use L1 where necessary, translating or rephrasing their ideas into English.

ANSWER KEY: 1 c, teacher, teacher, chef 2 c, builder, builder, chef 3 b, explorer, builder, explorer

Extra activity Ask pupils if they know anybody who does the jobs from the lesson. Write on the board: My mum is a… My dad is a… and have pupils tell a partner if any family members or friends have these jobs.

Ending the lesson ●

4 ● ●

Watch and listen. Tell pupils that they are going to watch the video again. Play the video and have pupils notice how people help each other in the community. FUTURE SKILLS: critical and reflective thinking skills Encourage critical thinking about what the jobs entail by asking pupils questions to help them classify the jobs. Draw the following table on the board and check comprehension. Then have pupils work in pairs to copy and complete the table with ticks and crosses. works inside

works outside

wears a uniform

makes things

builder

Play a miming game with the whole class. Invite a pupil to the front and show them one of the word cards from the lesson. The pupil acts out the job and the other pupils guess. Make sure pupils raise their hands to answer rather than shouting out.

Activity Book page 9

Look and write. Then say. Pupils look at the pictures and write the correct word from the wordpool under each one.

ANSWER KEY: 1 chef, 2 explorer, 3 teacher, 4 builder

Activity 1

Audioscript

1 a builder 2 a teacher 3 a chef 4 an explorer

teacher

Activity 2

chef explorer

GROW HELPER Remind pupils that Basil is the Grow Helper. Read Basil’s question as a class. Explain that a hero is someone who does something special and who other people admire or look up to. Ask pupils to think about all the people they know who have done something special. Encourage them to think about how these people help us and what is special about what they do.

Child 1 Lots of people help us! Chefs… Child 2 Oh, yes! My dad is a chef. Child 1 That’s great! Teachers help us, too. My mum is a teacher. Child 2 Really? Amazing! And builders help us. Look, here is a builder! Child 1 Oh, yes! And look at the explorer. He’s got short, dark hair. Child 2 Yes! He’s got boots and a big backpack, too!

Extra activity

Our World video: Activity 4

Grow Helper

Activity Book Practice

Ending the lesson

Learning path

M02_RS_TB2_5966_M02.indd 51

Grow

In this lesson, pupils think about the roles of different people in the community and how they help us. Before the lesson, find some pictures from newspapers or magazines of people doing a range of different jobs. Display the pictures and ask pupils questions to help scaffold the discussion, e.g. What do (doctors) do? How do they help us? Who do they help? Encourage pupils to use English for the words they know.

51 2/23/21 9:26 AM

Lesson 7 – My Everyday English

Pupil’s Book page 17

Objectives • Lesson aim: to describe and comment on photos • Functional language: Look at this! Oh, what a great photo! • Text type: a comment on a photo • Recycled language: backpack, glasses, hair, long, short, dark, fair GSE • Receptive: Reading: Can recognise single, familiar everyday words if supported by pictures. • Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. • Productive: Writing: Can write simple phrases with appropriate spacing between words.

onder

ma ine g

Build

1.17

Materials • Audio; Flashcards; Word cards; personal photographs

Starting the lesson

Shine ●

Commenting on a photo

Lesson 7

Grow

Grow: Nurturing growth in society G ro w • Encourage a further sense of pupils’ social responsibility by having them identify and use positive phrases. Bring in some photos to show the class and have pupils look at them in small groups and think of something nice to say about them. This could be done after Activity 3. • Write the lesson objective on the board: We’re learning to be nice to people by making positive comments about photos.

Listen and write. Then read and number.

He’s a

She’s a

He’s an

She’s a

TEACHER TIME TO SHINE: circle time For whole class discussions, it can be nice to set up circle time in an area of the classroom. Have pupils sit in a circle on the floor or form a circle with their chairs. Ask questions and elicit answers or ask pupils to show and pass an object around the circle. Make sure the pupils listen to each other and wait their turn before participating.

What a great photo!

2 Read. Then write. + Likes 21

Back

I can shine!

Comments 1

3 Take a photo and say.

posted by Oscar123

This is me and my neighbours. It’s our street party.

Look at this!

Oh, what a great photo! ●

posted by ClaraT

Ask pupils if they see anybody from their community on their way to school. Elicit ideas from the class. Community members may include friends, neighbours, teachers, local shop keepers, bus drivers, etc. Ask pupils if they usually say ‘hello’ to people they know when they meet them on the street.

Comments

● ●

What a !

I can comment on a photo.

My Everyday English Commenting on a photo; What a great photo!

Listen and write. Then read and number. Tell pupils that they are going to listen to a girl sharing information about the people in her community. Ask pupils to look at the pictures and guess who the people are. Play the audio. Pupils write the jobs. Pupils read the sentences again and match with the photos. D

iagn ose

1.17

ANSWER KEY: 1 teacher, top-right, 2 chef, top-left, 3 explorer, bottom-left, 4 builder, bottom-right SUPPORT Review the key vocabulary using the flashcards and word cards before doing the activity.

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

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FUTURE SKILLS: enquiry and imagination skills Ask pupils to use their inference skills to imagine more things about the people in the pictures based on what they know. For example, we know the teacher helps children to learn. We can imagine that he likes children. Ask questions to prompt ideas, e.g. What subject does the teacher teach? What things do you think he likes doing? What food does the chef cook?

●

Ask pupils to look at the picture. Check comprehension by asking questions, e.g. Who are the people? Where do they live? Why are they having a party? Read the comments together and drill chorally. Point to the picture and elicit different ways of completing the sentence. FACILITATING SPEAKING IN CLASS Before doing Activity 3, write on the board: Look at this! This photo is interesting. What a great photo! Drill chorally. Then model the expressions by pointing to pupils’ artwork or other work that is displayed in the classroom, e.g. What a great picture! Have the class repeat what you said. This practice will help pupils feel more confident when doing the freer speaking activity.

●

Ending the lesson ●

Invite one pupil to sit at the front of the classroom with their back to the board. Choose one of the character flashcards and stick it on the board so the rest of the class can see it, but the pupil at the front can’t. The class make statements describing the character to help the pupil guess who it is, e.g. She’s got long, dark hair.

Activity Book page 9

Build Helper: Pupils read the question and discuss their ideas in pairs. Elicit ideas from the class.

Read and circle. Then act out. Pupils look at the picture and read the speech bubbles. They circle the correct option individually. They then work in pairs to act out showing the photo to each other.

ANSWER KEY: Oh, what a great photo! Pupils colour the Grow checkpoint pebble. Extra time: Pupils say when they talk about photos, e.g. when someone shows them one or they see one online.

Activity 1

3 Take a photo and say. ●

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

I can shine!

2 Read. Then write. ●

●

Grow

Have pupils do the activity before they listen. They read the sentences and match with the pictures. Then play the audio for them to check. STRETCH

Ask pupils to look at the photo. Elicit (in L1 if necessary) that the children are looking at photos together. Then ask two pupils to read out the speech bubbles. Point out that it’s nice to say something positive when someone shows us something. Pupils can bring in photos from home and share their photos in pairs or small groups. Encourage them to make positive comments about the photos.

Assess

I can shine!

ACHIEVE The pupil can comment on a photo in appropriate situations using short, fixed expressions.

Audioscript

1 Child 1 This is an amazing photo! Child 2 Look! A school. I think he’s a teacher. He’s got a dark shirt and glasses. 2 Child 1 Look at this! Child 2 She’s a chef! It’s a great photo! She’s got short, dark hair and a big, white shirt. 3 Child 1 What a nice photo! Look! Child 2 Yes, it’s great! I think he’s an explorer. He’s got a backpack. Child 1 He’s got a big hat, too! 4 Child 1 She’s a builder! Look! Child 2 What a nice photo! Child 1 She’s got long, fair hair.

ADJUST The pupil can comment on a photo with extra support and when a model is provided. EXCEED The pupil can comment on a photo using short, fixed expressions spontaneously and without prompting.

Speaking support

I can shine: Activity 3

Activity Book Practice

Ending the lesson

Learning path

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Lesson 8 – Review

Pupil’s Book page 18

Objectives • Lesson aim: to review the language from Unit 1 • Revised language: backpack, belt, cap, coat, glasses, scarf, trainers, watch; Have you got…? Yes, I have / No, I haven’t; He’s / She’s got… long/short/dark/ fair hair.

Shine: Time to shine! Shine • Encourage pupils to develop awareness of differing abilities and empathy with their peers. Help pupils understand that people learn at different paces and that not everyone will remember all the language presented and practised during the unit. Co-operative learning strategies such as Think, Pair, Share help facilitate these skills. • Write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit.

GSE • Receptive: Reading: Can demonstrate understanding of a word by matching it to a picture. • Productive: Speaking: Can describe someone’s physical appearance using one or two words. • Productive: Writing: Can use capital letters for names and titles.

Materials • Flashcards; pictures of people or magazines, (optional) scissors

Starting the lesson

b book!

Let’s make a clu

●

Step 1

Review

1 Find and write.

2 Look, think and tick (✓) for you.

coat

belt

scarf

glasses

Ask and answer. watch

backpack

cap

trainers

●

2 3

5 6

7 8

Have you got glasses?

●

She’s got long, fair hair. She’s got a big, yellow watch. Who is it?

●

It’s Anna!

4 Think! Who’s in your club? Write and say. ●

is in my club.

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 through reading and writing in Activity 1. Activity 2 helps review and personalise the story ideas and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and language of the Build spread. Activity 4 encourages pupils to think about the Global Citizenship theme.

1 Find and write.

Yes, I have.

Play!

D i a g n o s e Choose a picture of a person from the unit. Describe the person, using He’s / She’s got… and key language from the unit. Pupils race to find the picture in their books.

Step 1: Review

Ask pupils to look back at the unit, decide which was their favourite lesson and say why in pairs.

Ask pupils to look at the picture and name the things they can see. Ask pupils to look at the words in the wordpool. Elicit how to pronounce each word and have pupils find the items in the picture. Have pupils find each number in the picture and write the correct word to complete the labels. ANSWER KEY: 1 scarf, 2 coat, 3 belt, 4 cap, 5 backpack, 6 trainers, 7 glasses, 8 watch

Unit review Unit objectives review

SUPPORT Read out each word and have pupils find the item in the picture and notice what number it is. They then copy the word onto the label. STRETCH Have pupils do the activity with the words in the wordpool covered.

Starting the lesson

Learning path

Review: Activity 1

Review: Activity 2

Review: Activity 3

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2 Look, think and tick (✓) for you. Ask and answer. ●

FUTURE SKILLS: critical and reflective thinking skills Give pupils some pictures of people or ask pupils to cut out pictures of people from magazines. Tell pupils to put the people into groups. They can choose to classify the people in any way they like. Give examples, e.g. short hair / long hair; dark hair / fair hair; by eye colour; male/female; wearing a coat / not wearing a coat.

Trace. Then tick (✓) or cross (✗) for you. Pupils read and trace the words, then tick or cross each item depending on what they have or haven’t got.

Look and write. Pupils look at the picture and complete the sentences with the words in the wordpool.

ANSWER KEY: 1 chef, 2 coat, 3 dark

3 Play! ●

●

Draw pupils’ attention to the speech bubbles and have two pupils read them out. Pupils take turns in pairs to make statements about one of the children in the class and guess who it is. SUPPORT To reinforce the personal pronouns, place a female character flashcard on the wall on one side of the classroom, and a male character flashcard on the other. Have pupils stand in the middle of the room. Call out He or She and have pupils go to stand on the correct side of the room. Then have pupils do the activity. STRETCH Have pupils repeat the activity using characters from the unit.

●

Tell pupils to think about people in their community. Brainstorm some examples with the class. Pupils choose a person from their community and write their name. They then describe this person orally in a simple way, saying what they have got.

Extra activity Give pupils a piece of paper each. Tell them to draw a simple picture of a boy or a girl. In pairs, pupils do a drawing dictation, telling each other what to draw to complete their picture, e.g. She’s got long hair. She’s got glasses.

Ask. Then tick (✓) or cross (✗) for your friend. Pupils ask and answer in pairs, e.g. Have you got a backpack? Yes, I have / No, I haven’t. They tick or cross for their partner. They then report back to the class about their friends.

Extra time: Pupils look back at the main picture on page 10 of their Pupil’s Book and complete the sentence. ANSWER KEY: explorer

Stick and colour. Then play the game. Pupils cut out the corners from each page in their Activity Book, and then stick them in the corner spaces and colour the pictures. In pairs, pupils look for similarities and differences between their diagrams, e.g. It’s a backpack / It’s a backpack. Same. It’s a red backpack / It’s a blue backpack. Different.

Read. Then think and write. Pupils write a list of things they have and haven’t got, including their hair, clothes and personal belongings.

4 Think! Who’s in your club? Write and say. ●

Shine

●

Activity Book pages 10–11

Ask Have you got (glasses)? and elicit answers from several pupils, encouraging them to answer Yes, I have / No, I haven’t. Pupils tick the items they have. They then ask and answer questions in pairs using Have you got…?

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 can do this activity at home. They make a backpack from a paper bag to show their families.

Ending the lesson ●

Write nine words from the unit on the board. Ask pupils to choose and write down six of the words. Read the words on the board in a random order. When pupils hear one of their words, they cross it out. The first pupil to cross out all their words comes to the front and makes a new list. To make this activity more challenging, read out sentences containing the key words instead of just individual words.

Review: Activity 4

Extra actvitiy

Activity Book Practice

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s make a club book! Objectives • Lesson aim: to make a collaborative club book • Revised language: He’s / She’s got… long/short/dark/fair hair; backpack, belt, cap, coat, glasses, scarf, trainers, watch

ma ine g

Build

Step 2

Grow

Starting the lesson

S hine

●

Create

5 Think about your

friends. What have they got? Tick (✓).

pupils know exactly what they Shine have to do at each stage. Promote respectful interactions in collaborative work by encouraging pupils to praise each other’s work. Write the lesson objective on the board: We’re going to make and present a club book.

Materials • Pupils’ Explorers Club passports; plain paper, colouring pencils, (optional) cameras and printer

Shine: Time to shine! • Provide support for the independent elements of project work, such as drawing or taking photos, by making sure

onder

• •

GSE • Productive: Writing: Can spell a range of common words. • Productive: Speaking: Can describe someone’s physical appearance using one or two words. Can give basic compliments, using simple fixed expressions.

Pupil’s Book page 19

Make a club book. Draw or take photos. Write.

Ask pupils to find their Explorers Club passports which they made in the Welcome Unit. Pupils stand up and walk around the classroom, showing their passports to their classmates and sharing key information, e.g. My name is Pepe. I like dogs. I’ve got a brother. My favourite day is Friday.

Step 2: Create ●

Describe your friend. Look! This is Zana.

Time to shine! 8

●

Share your club book with the class. What a great photo!

That’s my best friend. She’s got long hair.

I appreciate my friends and community. I share toys

1 2 3 4 ●

Unit project A club book

This section revises Global Citizenship skills from the Build and Grow spreads like personalisation, creativity and collaboration. Activity 5 focuses on personalisation and Activity 6 promotes creativity. Activities 7 and 8 foster collaboration and communication skills as pupils collate their work to create a club book before presenting to the class. 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: 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 6

Project: Activity 7

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Let’s be friends

I share toys!

●

I play with friends!

I celebrate all families!

●

al Citiz e ob

Ending the lesson

I try different food!

al Citiz e ob

Time to shine! sess

al Citiz e ob

Pupils show their pictures to each other in pairs or small groups, describing each member of their club. Pupils can work in groups or as a whole class to collate their pages to create a book. Provide binders or folders in which pupils can insert their pages. Fast finishers can design a cover and contents page.

al Citiz e ob

I appreciate special clothes

I try different food!

I appreciate special clothes

Ask pupils to look back through the unit and to find something they would like to do again. This could be a song/chant, an activity or a game. Hold a vote to find out which activity is the most popular and then have pupils do it again.

Time to shine!

Assess

ACHIEVE The pupil can name personal things / accessories. The pupil can ask and answer about personal possessions using Have you got…? Yes, I have. / No, I haven’t.

Draw pupils’ attention to the picture of the club book and elicit that pupils can either draw pictures or take photos of their friends. Write a model on the board, e.g. This is Emma. She’s 7 years old. She’s got long, dark hair. She’s got a cap. Pupils draw pictures of their classmates or take photos and print them out. Pupils write sentences about the people in their pictures.

I appreciate special clothes

I play with friends!

●

I try different food!

I celebrate all families!

ADJUST The pupil can describe what people have got in a few words, but with errors in the sentence. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name personal things and possessions. The pupil can describe people without prompts. ➔ Work on the pupil’s intonation and pronunciation by modelling examples.

7 Describe your friend. ●

I play with friends!

I share toys!

●

I appreciate special clothes

Let’s be friends

●

I try different food!

Shine

I celebrate all families!

6 Make a club book. Draw or take photos. Write.

●

I play with friends!

Lorem ipsum

PROJECT TIP: digitalisation If you have the facilities, have pupils make digital e-books. They can scan or upload or their pictures and use a book creation app or a collaborative document. Pupils can continue to add more information to their e-book as the course progresses.

●

I celebrate all families!

al Citiz e ob

Remind pupils of the Global Citizenship topic of appreciating people in the community. Explain that their class and the Explorers Club are also small communities. Elicit ideas about how pupils can show their appreciation for their classmates, fellow explorers and their teacher.

Let’s be friends I share toys!

OptC

TEACHER TIME TO SHINE: inclusivity When asking pupils to choose friends to include in an activity, it’s important to make sure all pupils are OptD involved and that nobody feels left out. Discuss the importance of making everybody feel included with the class and encourage pupils to choose one person who isn’t one of their usual group of friends in the activity.

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

●

Tell pupils that all their classmates are in the Explorers Club. They are going to describe the different members of the club. OptB Pupils choose one or two friends, think about what they have got and tick the relevant pictures.

al Citiz e ob

●

He’s / She’s got (a)… STRETCH Have pupils include further information about their friends. Challenge them to use as many words from the unit as they can.

al Citiz e ob

OptA

5 Think about your friends. What have they got? Tick (✓).

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.

Share your club book with the class.

Tell pupils they are going to share their book with the class. Read the example on the page. Give groups time to discuss who is going to talk about each page and to practise before presenting to the class. Encourage them to make positive comments about the other groups’ presentations. If you have a big class or less confident pupils, have them present to smaller groups. SUPPORT Write sentence starters on the board to help pupils remember key information and organise their presentations: This is… He’s / She’s got… hair.

Time to shine: Activity 8

Activity Book Practice

Ending the lesson

Learning path

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e m o h t a y p p a h e b Let’s 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 people and objects using words and phrases

Participate in social exchanges in English

Design a perfect house and present it to the class

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Unit overview Target vocabulary Places in a house: bathroom, bedroom, garage, garden, hall, kitchen, living room, stairs Objects in a house: bed, lamp, sofa, table Unusual homes: cave, igloo, tent, treehouse

Target structures Where's (Mum)? She's in the (kitchen). Where’s the (lamp)? It’s on / next to the (desk).

Phonics Functional language

l (lamp, living), r (red, room)

Let’s put (the lamp) here. Good/Great idea!

Values Recycling and building

I learn about different homes.

The house is… / My favourite…

Competency focus Language stretch

Appreciate and understand difference and diversity.

Let's tidy up!

Key progress indicator chart GSE range for Level 2: 15–26 (stretch 29)

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 simple questions about where people or things are, using basic phrases. (24)

Participate in common informational or transactional exchanges using simple language.

Learners can describe the position of objects or people in a basic way, using pictures or gestures. (26)

Use simple language to talk about and describe familiar objects in short stretches of speech.

Learners can give the location of an object in a basic way. (29)

Participate in common informational exchanges using simple language and expressions.

Learners can ask people to do things with them, using a fixed expression. (29)

Participate appropriately in common social and interpersonal exchanges using simple language and expressions.

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Lesson 1 – Vocabulary

Pupil’s Book page 20

Objectives • Lesson aim: to recognise and name rooms in a house • Target language: bathroom, bedroom, garage, garden, hall, kitchen, living room, stairs • Recycled language: I can see…; book, pen, pencil GSE • Receptive: Listening: Can understand basic information about someone’s house or flat (e.g. rooms, furniture), if spoken slowly and clearly and supported by pictures. • Productive: Speaking: Can describe where they live in a simple way.

Materials • Audio; Video; Flashcards; Word cards; sticky notes, décor magazines, doll’s or toy house

Starting the lesson: warm up

e Let’s be happy at hom

●

Lesson 1

Where are the children?

2.01

Before the lesson, display the quest poster In troduc or a large picture of the interior of a house. Cover the different parts of the house with pieces of paper. Tell pupils that a house is hiding behind the pieces of paper. Encourage them to guess which parts of the house are behind each one. This will allow you to see what language pupils already know. e

W Wonder: spark curiosity ond er • Tell pupils this is a Wonder lesson. Encourage pupils to make inferences about the main picture and to think of at least one question they have about it. • Write the lesson objective on the board: We’re learning words to talk about our home.

kitchen

Listen and explore.

Big Picture: Where are the children? ●

living room

3 5

hall

●

garage

Ask pupils to look at the main picture D iagn ose and say where the children are and what they are doing. Point to the plan of the house and elicit ideas about what it is and what rooms it has. Ask Where’s the (living room)? Has it got a big garden? Who lives here? Elicit ideas, but don’t tell pupils if they are right or wrong.

1 ●

Tell me!

Where do you live?

2.02

Listen, stick and say.

I’ve got a bedroom. I haven’t got a garage.

3 Trace and read. 4

stairs

Watch and listen.

Listen and explore. Ask pupils to look at the main picture. Play the audio and have pupils point to the rooms in the picture as they listen. Ask a follow-up question, e.g. Which rooms have a table? SUPPORT Before listening, use the flashcards to pre-teach the target vocabulary. STRETCH Before listening, ask pupils to compare the house in the picture with their own house. Has it got the same rooms? 2.01

Vocabulary House

TEACHER TIME TO SHINE: using realia Realia can help pupils make connections with the real world. Bring in a toy house, doll’s house or magazines with pictures of rooms in the house, such as a catalogue from a furniture shop. Encourage pupils to explore the toy/pictures and say what they see.

Starting the lesson

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

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2 FUTURE SKILLS: enquiry and imagination Set up a Wonder Wall for Unit 2. A Wonder Wall is a display where pupils post any questions they have about the unit topic. Provide some pictures or realia to help activate schemata and help pupils generate questions, e.g. Is a big house better than a small house? What makes people happy at home? They write their questions on slips of paper and post them on the wall. You can come back to the wall at the end of each lesson and review the questions.

ANSWER KEY: 1 kitchen, 2 living room, 3 hall, 4 bathroom, 5 garage, 6 garden, 7 stairs, 8 bedroom SUPPORT Have pupils prepare all their stickers before playing the audio. They could stick them on the edge of the table or one on each finger. This will allow them to focus on the activity. STRETCH Have pupils stick their stickers on the page before listening. Then play the audio for them to check.

Ending the lesson Play a miming game to review the target vocabulary. Invite a pupil to the front and show them a flashcard. The pupil mimes an activity that they usually do in that room and the class guesses which room it is.

●

3 Trace and read. ● ●

WONDER HELPER

●

t’

s Revie

Find and trace. Then say. Pupils find the items in the Pupil’s Book. They then trace and say the words.

Trace and number. Pupils trace the words and then match with the pictures by writing the correct number.

ANSWER KEY: 1 bedroom, 2 bathroom, 3 stairs, 4 living room, 5 kitchen, 6 garage, 7 hall, 8 garden

Assess

Read Tess’ question in the speech bubble. Ask pupils to tell their partner where they live. Then draw a house and a block of flats on the board, and ask pupils if they live in a house or a flat. Hold a vote to find out how many pupils live in each type of building.

●

Activity Book page 12 Le

●

Pupils trace and read the target vocabulary on the page. Draw pupils’ attention to the speech bubble and read it together. Drill the sentence chorally, then say I’ve got a… and elicit various responses from the class, encouraging pupils to use the target vocabulary. Repeat with I haven’t got a… In pairs, pupils take turns to name things they have got in their own homes using the target structure I’ve got… / I haven’t got…

Wonder Helper: Pupils circle the items found in the garden. ANSWER KEY: Pupils should circle: tree, flower Extra time: Pupils say the words in alphabetical order. ANSWER KEY: bathroom, bedroom, garage, garden, hall, kitchen, living room, stairs

Watch and listen. Tell pupils that they are going to watch a video about homes. Ask them which rooms they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions.

Activity 1 Basil Oscar Basil Tess Oscar Clara Tess Oscar

Extra activity Play a drawing game. Divide the class into two teams. Have one member from each team come to the board. Choose an item of furniture, e.g. a bed or a fridge, and point to it in the Pupil’s Book for the two pupils to see. They draw a picture of it on the board. The other pupils have to guess what it is and in which room it is found.

Audioscript

Look what I’ve got! It’s a house! Yes, it’s my house. Wow! It’s fantastic. It’s got a big living room! It’s got a bedroom, a hall, a kitchen… I can see a bathroom! And stairs next to the garage and a nice garden! Let’s go see the house!

Activity 2

1 a kitchen 2 a living room 3 a hall

4 a bathroom 5 a garage 6 a garden

7 stairs 8 a bedroom

Practice: Activity 3

Wonder Helper

Our World video: Activity 4

Extra Activity

Activity Book Practice

Learning path

Ending the lesson

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Wonder

●

Listen, stick and say. Play the audio and have pupils point to the sticker space for each item in their books. Help pupils find the stickers in the back of their books. Play the audio again and have pupils place the stickers in the correct place. Encourage them to repeat the words as they do this. 2.02

2 ●

61 2/23/21 10:44 AM

Lesson 2 – Song and structures

Pupil’s Book page 21 W Wonder: spark curiosity ond er • Engage pupils with the unit theme by having them notice small details in the artwork and think about how they might relate them to the theme. Tell pupils that the children from the Explorers Club have gone to the house in the picture and they are looking for something. They are using the plan to help them. Ask What are they looking for? • Write the lesson objective on the board: We’re learning to ask and answer about where people are.

Objectives • Lesson aim: to ask and answer about where someone is • Target language: Where’s (Peanut)? He’s in (the garden). • Recycled language: family; Granny, Mum, Dad GSE • Receptive: Listening: Can understand basic information about someone’s house or flat, if spoken slowly and clearly and supported by pictures. • Productive: Speaking: Can answer simple questions about where people or things are, using basic phrases. Can ask about the location of an object using a basic phrase.

ome

ma ine g

nd er

Build

2.03

Sing and act.

S On

Starting the lesson ●

Where’s Peanut? In the kitchen or the living room? In the bathroom or the bedroom? In the garage or on the stairs? Where’s Peanut? He’s in the garden! Yes! Yes! Yes!

bathroom

●

● 2.05

Listen and match. Say.

1 Mum AW2_2a

Shine

Grow

Lesson 2

Materials • Audio; Flashcards

2 Dad AW2_2b

3 Granny AW2_2c

garden ●

Where’s Mum? She’s in the living room.

bedroom

●

I can shine! 3

Ask and answer. Where’s Clara?

She’s in the garden.

●

I can name places in a house. Song and structures Where’s (Mum)? She’s in (the living room).

Ask pupils to look at the main picture in pairs. Tell them to ask each other questions about the picture using the structure Where’s…? They should choose items they know, e.g. a car, a table, a computer, flowers. You can make this more fun by having pupils give each other a ten-second time limit to find each item.

2.03

2.05

Sing and act. Display the flashcards from Lesson 1 on the board. Play the audio and have pupils point to the flashcards when they hear each room. Play the song again and have pupils join in. Demonstrate actions (shrug your shoulders and hold out your arms when asking the question and demonstrate searching for something) for pupils to follow. When pupils are confident, play the karaoke version (audio track 2.04) and have them sing along and do the actions. Listen and match. Say.

Elicit the names of the places in the three D iagn ose pictures. Tell pupils that Mum, Dad and Granny are in different parts of the house. Play the audio and have pupils match the people with the pictures. Read the question and answer in the box and drill chorally. Then divide the class into two and have half the class repeat the question and the other half repeat the answer. Switch roles so that everyone gets to practise both. ANSWER KEY 1 living room, 2 kitchen, 3 garden

Starting the lesson

Learning path

Song

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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Extra activity Place the room flashcards on the board. Either use a cut-out picture of a mum, dad or granny, or use the word card. Have the class close their eyes as you hide the person behind one of the rooms. Pupils guess where they are by asking Is he/she in the (kitchen)?

Ending the lesson ●

Put each flashcard on the wall in a different part of the classroom and explain that the classroom is now a house. Give one pupil a character flashcard or an item of realia such as a small toy. Everybody closes their eyes while the pupil hides the flashcard or toy in one of the ‘rooms’. Pupils then take turns to ask questions to find out where it is, e.g. Is it in the bathroom? When they guess correctly, they can stand up and go to search for the item.

Wonder

SUPPORT Before listening, display the flashcards for the three family members and all the rooms. Play the audio and ask a volunteer to come to the front and match the first two flashcards. Repeat for the remaining two people. Then have pupils match in their books. STRETCH Have pupils ask and answer further questions about the items in the main picture in pairs, e.g. Pupil A: Where’s the tree? Pupil B: It’s in the garden.

Activity Book page 13

2.06

Listen and circle. Play the audio and have pupils listen and circle the correct pictures.

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

3 Ask and answer. ●

●

Display the quest poster and stick the flashcard of Clara in the garden on the poster. Model the activity using the question in the speech bubble: Where’s Clara? Have the class chorally read out the second speech bubble. Tell pupils to imagine that the children, Stella, Basil and Peanut are all in different parts of the house. They work in pairs to ask and answer questions about the characters. Monitor and help as necessary.

I can shine! Choose a room and write. Then ask and answer. Pupils think of a room and complete the sentence. They then ask and answer.

Pupils colour the Wonder checkpoint pebble.

ACHIEVE The pupil can ask and answer questions using Where’s…? and answer with parts of a house.

Extra time: Pupils circle the rooms that are in their house and share with their partner.

ADJUST The pupil can understand questions with Where’s…? and give single word answers.

Activity 1

EXCEED The pupil can ask and answer questions using Where’s…? about a range of people and things without prompting.

●

Circle and trace. Then look and write. Pupils find and circle the words in the word snake. They then trace the words in the questions and answers and complete the sentences.

ANSWER KEY: 1 garden, 2 living room, 3 bedroom

Assess

I can shine!

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

Fast finishers Tell pupils to write down the names of the characters and to write a room next to each one, e.g. Stella – bathroom. Then pupils ask and answer questions in pairs to find out where each character is, e.g. Pupil A: Where’s Stella? Pupil B: She’s in the bathroom. Pupils tick any answers that are the same on their lists.

Audioscript

Where’s Peanut? [x4] In the kitchen or the living room? In the bathroom or the bedroom? In the garage or on the stairs? Where’s Peanut? [x4] He’s in the garden! Yes! Yes! Yes! He’s in the garden! Yes! Yes! Yes!

Activity 2 1 Child 1 Child 2 2 Child 1 Child 2 3 Child 1 Child 2

Where’s Mum? She’s in the living room. Where’s Dad? He’s in the kitchen. Where’s Granny? She’s in the garden.

Extra Activity

I can shine: Activity 3

Activity Book Practice

Learning path

Ending the lesson

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Lesson 3 – Story

Pupil’s Book page 22 Im Imagine: fostering imagination agine • Encourage pupils to be imaginative and creative in story lessons. Discuss the value and foster social and emotional learning by having pupils discuss what makes a home. Elicit that we can make our home ours by adding personal items and decorating it. Ask pupils what things the children like in Basil’s house. Then elicit how pupils make their bedroom their own, e.g. with teddies, toys or by drawing pictures. • Write the lesson objective on the board: We’re listening to and reading a story.

Objectives • Lesson aim: to read and understand a story about homes • Recycled language: bedroom, chair, kitchen, living room; Have you got…? Yes, I have. / No, I haven’t. • Receptive language: Let’s look in the (hall). GSE • Receptive: Reading: Can understand simple sentences, given prompts. • Receptive: Listening: Can understand basic information about someone’s house or flat (e.g. rooms, furniture), if spoken slowly and clearly and supported by pictures. • Productive: Speaking: Can act out parts of a picture story using simple actions and words.

onder

agine

Build

Grow

Materials • Audio; Video; Story cards; Flashcards

Shine

Lesson 3

living room

kitchen

garden Tess, Oscar! Come to the garden…

Listen or watch.

2.07

RECEPTIVE SKILLS TIP Before listening to the story, give pupils a prediction task to do with books closed, e.g. Where are the children? On the first listen, pupils follow the story and check their predictions (they are inside Basil’s house).

Is he in the garage?

1 Look at the story. Where is Clara? Tick (✓).

Explorers Club

Look! What’s this?

I like the chair! It’s fun!

The house is great!

Oh, it’s a really small bedroom…

Haha! Peanut has got a house, too!

My favourite room is the kitchen.

●

Oh and look at this lamp! It’s beautiful!

I can shine!

Hmm...I don’t know. Let’s look in the hall.

Where’s Peanut?

●

3 Who has a bedroom in the garden? Read and circle.

Basil

Peanut

Clara ●

Let’s imagine!

I can’t see him. Let’s look in the bathroom…

What can you do to feel happy at home?

Story value A story about feeling happy at home

4 Act out. I can understand a story about places in a house. Story language Where’s (Peanut)? Let’s look in (the bathroom).

Starting the lesson ●

Invite a pupil to the front and give them a flashcard from Lesson 1. Ask Where’s Peanut? and invite the other pupils to guess what’s on the flashcard by suggesting different rooms. When a pupil guesses correctly, it is their turn to take a flashcard. FUTURE SKILLS: enquiry and imagination Tell pupils to imagine that Clara comes to visit them at home. Clara is in their living room. Ask What can she see? Which rooms do you want to show her? How would you look after her? Have pupils share their ideas in pairs. Then discuss as a class.

1 ●

Look at the story. Where is Clara? Tick (✓). A s ss se Ask pupils to look at the three pictures and elicit the target vocabulary. They then look at the pictures from the story, find Clara and tick the boxes.

ANSWER KEY: living room, kitchen

Listen or watch. Tell pupils they are going to listen to or watch a story about the children exploring Basil’s house. Play the audio or the video and have the pupils follow the story in their books. Play the audio or video again and pause after each line for pupils to repeat. Encourage them to copy the characters’ pronunciation and intonation. SUPPORT Before listening to the story, give pupils time to look carefully at the pictures. Discuss in L1 what they think is happening in each frame. STRETCH After listening to the story, ask further comprehension questions, e.g. What does Tess like? (the chair), What does Clara like? (the lamp), What is Oscar’s favourite room? (the kitchen), Where do they look for Peanut first? (the hall). 2.07

IMAGINE HELPER Read Clara’s question in the speech bubble. Elicit ideas about the kinds of things that make pupils feel happy when they are at home. Try to encourage them to focus less on material items such as toys and games, and to explore ideas such as comfort and well-being. Ask pupils why they think Peanut decided to sleep in the tent (he prefers the garden because he is a rabbit).

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

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2 3 Who has a bedroom in the garden? Read and circle. ●

Activity Book page 14

ANSWER KEY: 1 kitchen, 2 living room, 3 garden

ANSWER KEY: Peanut

4 Act out. ●

Follow. Then circle. Pupils follow the maze to find out where Peanut is. They circle the place where they find Peanut.

ANSWER KEY: garden

Assess

I can shine!

Look at Activity 1. Write and say. Pupils look at the pictures in Activity 1 and complete the sentences.

ANSWER KEY: Oscar: kitchen, Tess: the living room, Peanut: is in the garden

●

Trace. Then read and circle. Pupils trace the words. Then they look at the pictures and circle the correct word.

Imagine

Read the question together and have pupils look back at the story to find the answer. Pupils trace the character’s name in their books. Then ask pupils if they think the garden is a good place for Peanut to sleep. Would they like to sleep in a tent in the garden? Encourage them to think of advantages and disadvantages of sleeping outside in a tent, e.g. Advantage: You can see the stars. Disadvantage: It can be cold.

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

Story extension Pupils think of a new place in the house where Peanut could sleep. Elicit a few ideas, e.g. inside a kitchen cupboard, under the bed, in the car in the garage. Pupils come up with a new bedroom for Peanut in groups and act out the story.

Pupils colour the Imagine checkpoint pebble. Extra time: Pupils choose their favourite frame from the story and share with their partner.

Activity 2 1 Clara Oscar 2 Tess Clara 3 Oscar Clara Oscar 4 Clara Oscar 5 Clara 6 Oscar Clara Tess

Audioscript

The house is great! My favourite room is the kitchen. I like the chair. It’s fun! Oh and look at this lamp! It’s beautiful! Where’s Peanut? Hmm… I don’t know. Let’s look in the hall. I can’t see him. Let’s look in the bathroom… Is he in the garage? Peanut?! Tess, Oscar! I know where Peanut is. Come to the garden… Look! What’s this? Oh, it’s a really small bedroom… Haha! Peanut has got a house, too!

Ending the lesson ●

Play a game with books closed. Read out one of the speech bubbles from the story. In groups, pupils have to try to remember who said the sentence or question. After reading out the speech bubble, give pupils a few seconds to think. Then hold a vote by asking each group to raise their hands if they think it was Oscar, Clara or Tess. Each group gets a point for a correct answer.

Imagine Helper

I can shine: Activities 3 and 4

Story extension

Activity Book Practice

Ending the lesson

Learning path

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Lesson 4 – Vocabulary and structures

Pupil’s Book page 24

Objectives • Lesson aim: to describe your home • Target language: Where’s (the lamp)? It’s (next to) (the sofa); bed, lamp, sofa, table; next to, on • Recycled language: backpack, coat

Build: building confidence Build • Build confidence by drawing attention to any cognates with the pupils’ L1, e.g. one cognate with several European languages is lamp. Encourage pupils to guess the meaning of unknown words and draw attention to any similarities with their L1. • Write the lesson objective on the board: We’re learning words to describe our homes.

GSE • Receptive: Listening: Can understand basic statements about where things or people are, if spoken slowly and clearly and supported by pictures or gestures. • Productive: Speaking: Can talk about furniture and rooms using simple language. • Productive: Writing: Can write short answers to questions about what or where people or things are, using simple language.

Materials • Audio; Flashcards; picture of rabbit burrow, pictures of furniture

Starting the lesson ●

Lesson 4

2.08

Listen and find.

2.09

Listen and number. Say.

sofa ●

table

bed 3

2.10

lamp

Listen, read and say. ●

Where’s the lamp? It’s on the table. Where’s the table? It’s next to the bed.

●

4 Circle four diﬀerences. Choose, write and say. 1

D i a g n o s e Give pairs two minutes to look back at the story in Lesson 3 and make a list of all the things they can see. This will help you find out what vocabulary pupils already know.

Where’s the table? It’s next to the bed.

C h a nt

Ask the class if anyone has a pet rabbit. Then ask Where do rabbits live? Do they live in houses? Elicit ideas, pointing out that although we keep pet rabbits in our homes or in hutches in the garden, their natural homes are burrows in the countryside. If possible, show pupils a picture of a burrow.

●

2.08 Listen and find. Use the flashcards and word cards to present the new vocabulary. Hold up each card and say the word for pupils to repeat. Play the audio. Ask pupils to point to the things they hear while they listen. Look at the picture together and elicit ideas about what is happening. Encourage pupils to give details, e.g. There’s a red sofa.

2 ●

●

Where’s

It’s

●

Listen and number. Say. Play the audio. Ask pupils to listen and write numbers 1–4 next to the correct items. Play the audio again, pausing after each line for pupils to repeat the words. Pupils trace the target vocabulary and say each word. Then hold up the flashcards again and elicit each new word. 2.09

Vocabulary and structures Furniture; Where’s (the table)? It’s (next to) (the bed).

Communication Prepositions of place; sounds r and l

ANSWER KEY: 1 sofa, 2 table, 3 lamp, 4 bed

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Build Helper

Practice: Activity 3

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2 Ending the lesson ●

Activity Book page 15

FUTURE SKILLS: critical and reflective thinking skills Give pupils a picture of a house and some small pictures of furniture. You could have them cut these out of magazines beforehand. Tell pupils to listen and place the pictures in the places where you tell them to, e.g. Put the lamp on the sofa / Put the bed in the bathroom. When pupils have placed all their items, have them discuss why we don’t usually put these items of furniture in these places. Get feedback from the class.

Extra time: Pupils read the question and tell their partner where their book is.

Activity 1

●

2.10 Listen, read and say. Play the audio and ask pupils to listen to and read the sentences. Play the chant again, pausing after each line for pupils to repeat. Divide the class into two and have half the class chant the questions and the other half chant the answers. Have them change roles and chant again.

4 Circle four diﬀerences. Choose, write and say. ●

●

Read and circle. Then write. Pupils read the sentences, circle the correct word and complete with a preposition.

ANSWER KEY: 1 table, next to, 2 lamp, on, 3 scarf, on

Point to Oscar the Build Helper. Ask Where’s the table? Then have pupils read the sentence. Ask pupils to show you the meaning of next to by using gestures or a demonstration using classroom objects.

●

Read and trace. Then number. Pupils read and trace the words. They then match with the picture by writing numbers next to the words.

ANSWER KEY: table 1, bed 3, sofa 4, lamp 2

BUILD HELPER

●

Ask groups of pupils to write a new chant by replacing the furniture with other words. The objective is to try to make a silly version of the chant by putting items in unusual places, e.g. Where’s the TV? It’s under the bed. Where’s the banana? It’s in the bath. Pupils perform their chant in front of the class.

Tell pupils to look at the two pictures and find four differences between them. Pupils read the questions and answer prompts and complete with the missing words. Check answers with the class by having one pupil ask a question about where an object is and nominate another pupil to answer. Repeat for at least two other differences. ANSWER KEY: Picture 1: book on the chair, lamp on the desk, coat on the bed, backpack next to the sofa. Picture 2: book on the bed, lamp on the chair, coat on the sofa, backpack next to the bed. SUPPORT Write a model question and answers on the board with all the possible options for pupils to refer to during the activity. STRETCH Have pupils do the activity in pairs orally. Pupil A asks questions about Picture 1 and Pupil B answers, and vice versa.

Audioscript

Clara Look! It’s a house. Oscar and Tess Wow! Clara I’ve got some things for the house. A red sofa and a yellow table. Oscar I can see a lamp and a bed. Tess Oh! Where’s the lamp? Clara It’s on the table. Tess And where’s the bed? Clara It’s next to the table. Oscar It’s great, Clara! Clara Thanks!

Activity 2 1 a sofa

2 a table

3 a lamp

4 a bed

Activity 3 Oscar

Let’s go everybody, listen to me! Where’s the lamp? Girl It’s on the table. Oscar Where’s the table? Girl It’s next to the bed. Oscar Let’s go everybody, chant with me! Children Where’s the lamp? It’s on the table. Where’s the table? It’s next to the bed.

Presentation: Grammar

Practice: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Build

RECEPTIVE SKILLS TIP Support pupils’ ability to locate information in listening texts. Write on the board: It’s on the table. Ask pupils which question this is the answer to, using the picture to help them (Where’s the lamp?). Tell pupils that if they listen for the question, they know the answer is coming so they should listen carefully to find it out.

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Lesson 5 – Communication

Pupil’s Book page 25

Objectives • Lesson aim: to talk about where things are. To use the sounds r and l • Speaking function: to describe the position of objects in a basic way • New language: It’s in the (garden). • Recycled language: Where’s my (backpack)? It’s on / next to the sofa.

Build: building confidence B • Build confidence by encouraging u i l d pupils to notice patterns between the language in this lesson and in Lesson 4. In Lesson 4, pupils learnt to use the prepositions on / next to to say where things are in relation to furniture. In this lesson, pupils learn to describe where objects are in each room. • Write the lesson objective on the board: We’re learning to talk about where our things are.

GSE • Receptive: Listening: Can understand basic statements about where things or people are, if spoken slowly and clearly and supported by pictures or gestures. • Productive: Speaking: Can answer simple questions about where people or things are, using basic phrases. Can say simple tongue-twisters and other types of playful language.

ma ine g

onder

Lesson 5

2.11

Listen and match.

Shine

Grow

Build

Materials • Audio; scissors, glue

Starting the lesson ●

Write anagrams of some of the target vocabulary from Lessons 1 and 4 on the board. Give pairs two minutes to unscramble as many as they can. SUPPORT Give pupils the first letter of each word. STRETCH Have pupils write their own anagrams for other target vocabulary and swap with a partner to do. RECEPTIVE SKILLS TIP Encourage pupils to use the pictures as visual cues when listening to help scaffold the listening task.

Look and play. Add one more.

Listen, write and say.

My sounds

Where’s the lamp?

●

It’s in the bedroom. It’s on the table.

l A red lamp in the living room.

I can shine! 4

2.12

●

Cut out, fold and play.

ANSWER KEY: 1 b, 2 a, 3 c

Where’s the cat?

It’s in the bedroom. It’s on the bed!

2 Look and play. Add one more. ●

I can say where things are in my house. Communication Prepositions of place; sounds r and l

Listen and match. Draw pupils’ attention to the three pictures and elicit the name of each item. Then point to the three rooms and elicit their names. Tell pupils they are going to listen to people looking for their things. Play the audio and ask pupils to match the objects to where they are in the house. 2.11

●

Ask two pupils to read out the question and answer in the speech bubbles. The other pupils point to the lamp in the picture. Ask Is the lamp in the garden? Is it on the sofa? etc. In pairs, pupils ask and answer questions about the items in Activity 1. Fast finishers can close their books and remember where each item is.

Starting the lesson

Learning path

Practice: Activity 1

Practice: Activity 2

Speaking support

Practice: Activity 3

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My sounds Listen, write and say. Have pupils look at the picture and say what they see. Try to elicit red and lamp. Ask What colour is the lamp? Drill the key sounds r – r – red and l – l – lamp. Play the audio. Ask pupils to listen, point to the things in the picture and repeat the sounds. Have pupils trace the letters on the page as they say each sound. Play the audio again and have pupils repeat each line.

3 ●

●

Fast finishers Have pupils do a drawing dictation in pairs. They each draw a simple room. They ask each other questions about what to draw in the room, e.g. Pupil A: Is there a table? Pupil B: Yes, it’s next to the sofa.

2.12

Ending the lesson ●

Review the prepositions by having pupils put classroom objects in different places, e.g. Put the ruler next to the door / Put the rubber in the bin. Pupils can then take turns to tell each other funny places to put other items.

Activity Book page 16

4 Cut out, fold and play. ●

Build

FUTURE SKILLS: collaboration and communication skills Ask pupils to do a roleplay. Tell them that Pupil A has lost something and needs to find it. Pupil B searches the house and finds the missing object, telling Pupil A where to find it.

TEACHER TIME TO SHINE: managing different levels When asking pupils to do communicative activities, it can be helpful to pair up stronger and weaker pupils. This ensures that pupils with a lower level don’t get left behind. The stronger pupil can act as a guide or helper, noticing any problems their partner may have. The role of responsibility can provide a sense of accomplishment for the pupil.

Have pupils cut out the house. Then show them how to fold and stick the house so that it is 3D and stands up. Tell pupils to choose six objects to add to their house. Elicit some ideas, reviewing language from Unit 1 and the previous Level e.g. coat, teddy bear and ball. Pupils decide in which room and where to draw each item. In pairs, pupils ask and answer about what is in each other’s houses using Where’s the…? It’s in the (bedroom). It’s on the (bed). Pupils then give each other instructions to draw more items in their house.

2.13

Listen and number. Play the audio. Pupils listen and write numbers next to each item.

ANSWER KEY: 2, 3, 1

2.14

Listen and repeat. Then circle. Play the audio. Pupils listen, repeat the word and circle the correct letter.

ANSWER KEY: 1 r, 2 l, 3 l

I can shine!

Assess

I can shine!

ACHIEVE The pupil can ask and say where things are in the house.

Draw two things. Write. Then ask and answer. Pupils draw two items in the living room. They then complete the speech bubble according to their drawing, e.g. It’s on the table. They ask and answer in pairs.

Pupils colour the Build checkpoint pebble. ADJUST The pupil can ask and answer questions about where objects are with incomplete sentences. ➔ Support pupils with extra practice using model questions. Display the words It’s and point to it if you hear pupils responding In the bedroom or Bedroom.

Activity 1 1 Child Adult 2 Child Adult 3 Child Adult

EXCEED The pupil can ask and answer questions about where objects are using adjectives to describe them.

●

Audioscript Where’s my backpack? It’s in the garden. It’s next to the table. Where’s my notebook? It’s in the living room. It’s on the sofa. Where’s my watch? It’s in the bedroom. It’s on the bed.

Activity 3 l l l lamp l l l living r r r room r r r red A red lamp in the living room.

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

Phonics practice

I can shine: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 6 – Global Citizenship

Pupil’s Book page 26

al Citiz al Citiz Materials e e ob ob • Audio; Video; Flashcards; pictures of animal homes and different types of homes from I try different I appreciate food! special clothes around the world n

GSE • Receptive: Listening: Can recognise words and simple phrases related to familiar topics, if spoken slowly and al Citiz al Citiz clearly and osupported by opictures. bal Citize bal Citize e e ob ob •OptA Productive: Speaking: Can describe objects in a basic way (e.g. colour, size). Let’s be I share I celebrate all I play with friends toys! families! • Productive: Writing: Can write some familiar words. friends!

Grow: Nurturing growth in society G ro w • Promote Global Citizenship by encouraging pupils’ awareness and appreciation of diversity. Ask pupils to imagine what the lives of the people who live in each home are like, and why these types of homes are suitable for their lifestyles. • Write the lesson objective on the board: We’re learning words to talk about different homes. Gl

Objectives • Lesson aim: to explore what makes a home • Cross-curricular connection: Homes around the world • Global Citizenship theme: Different types of home • Target language: cave, igloo, tent, treehouse • Recycled language: cold, hot, sunny, winter; tree

Starting the lesson Display and number pictures of animal homes, e.g. a rabbit’s burrow, a tree, a pond, a kennel I try different I appreciate food! special clothes and a beehive. Have pupils race to write down who or what lives in each one. ●

OptB

I learn about diﬀ erent homes.

Let’s be friends I share toys!

Lesson 6

Listen, look and find.

2.15

I celebrate all families!

2.16

I play with friends!

Lorem ipsum

Listen, point and say.

2.15 Listen, look and find. Ask pupils to look at the pictures and say what they see. I● try different I appreciate Play the audio and present the vocabulary food! special clothes flashcards for pupils to repeat each word. Then hold up each card for them to say the word and find it in the pictures on the page. ●

I share toys!

al Citiz e ob

OptD

cave

Let’s be friends

I share toys!

tent

I celebrate all families!

al Citiz Ask pupils to e say who they think lives in ob each home. Allow answers in L1, but encourage them to sayI appreciate words they know in English. I try different gnos

●

food!

3 Which home? Look and write. Say. 2

I play with friends!

bal CDitize o● ia

al Citiz e ob

igloo

I play with friends!

treehouse

I celebrate all families!

Let’s be friends

OptC

special clothes

Listen, point and say. Play the audio, pausing after each description. Pupils listen and point to the correct picture. Play the audio again for pupils to repeat. Pupils trace the words in their books. Ask pupils if they would like to live in any of the homes. Pupils share their answers with a partner. 2.16

ANSWER KEY: 1 igloo, 2 treehouse, 3 tent, 4 cave Think and share!

4 26

What makes a home?

Watch and listen.

Global Citizenship What makes a home; types of homes

RECEPTIVE SKILLS TIP Before the first listen, drill the pronunciation My Everyday English Making suggestions; Let’s put (the pencils) here. Good idea! of the four target words. This will help pupils assimilate the sounds and will make it easier for them to identify the words in the listening text.

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Practice: Activity 3

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2 3 ●

●

Background information (Culture and CLIL) Bring in some pictures of a range of different types of homes. Display the pictures and ask pupils to think of similarities and differences between the homes.

TEACHER TIME TO SHINE: error correction It’s important to acknowledge effort and praise pupils when they attempt to say something in English. In discussion activities, the focus is on communication so try to avoid correcting any errors. Instead, rephrase the pupil’s original sentence using appropriate language.

ANSWER KEY: 1 igloo, 2 treehouse, 3 tent, 4 cave

Extra activity Extend the discussion by asking further questions about the places, e.g. Which place is hot/cold? Which animals live here?

4 ● ●

Watch and listen. Tell pupils that they are going to watch the video again. Play the video and have pupils say what they and other people might like about the home. FUTURE SKILLS: critical and reflective thinking skills Encourage critical thinking by having pupils compare and contrast life in a tent, igloo and their own house. Tell them to think about the things their own homes have, e.g. electricity, running water, heating, the internet and whether or not they think the tent and igloo also have these. Then ask them to think about how people can live without these things, e.g. they can make a fire to keep warm, they can read books instead of playing a video game, etc.

Ending the lesson ●

Play a game. Stick the four flashcards around the classroom, one in each corner. Have pupils stand up. Tell them that you will close your eyes and count to ten. Pupils have ten seconds to go and stand next to one of the four homes. When you reach ten, you will choose one of the homes and say something about it before opening your eyes, e.g. This home is in the forest. The pupils who are standing next to this home are out of the game and must sit down. Continue until only one pupil is left.

Activity Book page 17

Match and write. Then say. Pupils match the homes with their locations. They then write the words from the wordpool under each picture.

ANSWER KEY: 1 b, treehouse, 2 a, igloo, 3 d, tent, 4 c, cave

Activity 1

GROW HELPER Read Basil’s question as a class. Ask pupils to think about all the things that make their home special. Ask questions, e.g. Who lives in your home? What makes you happy when you’re at home? What makes your home different to other people’s homes? Encourage them to think about how a happy home isn’t necessarily about having materialistic things by asking Is it important to have a big house? Do you need lots of things? If necessary, draw their attention back to the photos of the igloo and the tent, and ask pupils to say what makes these good homes for the people who live there.

1 a treehouse

2 an igloo

Audioscript

3 a cave 4 a tent

Activity 2 1 Child Adult 2 Adult Child Adult Child 3 Adult Child

Adult Child 4 Adult Child

I can see snow! And the house is white! Yes, it’s an igloo! Now, look at that big tree! Wow! A house in a tree. Yes, it’s a treehouse! It’s great! And here is a tent. Look… It’s big! I can see beds! How many people can sleep there? I don’t know. Let’s count the beds. One, two, three… Now, this house is in a hot country. It’s hot and sunny there. That’s a cave. I like the cave!

Extra activity

Our World video: Activity 4

Grow Helper

Activity Book Practice

Ending the lesson

Learning path

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Grow

●

Which home? Look and write. Say. A s ss se Ask pupils where they think the four homes can be found. Elicit ideas, allowing L1 if necessary. Draw pupils’ attention to the four pictures of locations and tell them to match the homes to these places. Pupils should write the word next to each number. Pupils talk about the places in pairs, e.g. An igloo / This place is for an igloo / An igloo goes here.

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Lesson 7 – My Everyday English

Pupil’s Book page 27

Objectives • Lesson aim: to make suggestions • Functional language: Let’s put (the pencils) here. Good/Great idea! • Text type: a to do list • Recycled language: bed, sofa, table; book, notebook, pencil, ruler, rubber; teddy bear; pyjamas

Grow: Nurturing G ro w growth in society • Encourage a further sense of pupils’ social responsibility by exploring the importance of organising and making lists when you have lots of things to do. Ask pupils what things they need to do every day. • Write the lesson objective on the board: We’re learning to help each other tidy up.

GSE • Receptive: Reading: Can understand a few simple phrases related to familiar, everyday activities. • Receptive: Listening: Can understand basic statements about where things or people are, if spoken slowly and clearly and supported by pictures or gestures. • Productive: Writing: Can write simple phrases with appropriate spacing between words. Can write lists for specific purposes (e.g. shopping lists, gift lists) using memorised words, if supported by pictures. • Productive: Speaking: Can ask people to do things with them, using a fixed expression.

ma ine g

onder

Build

2.17

Starting the lesson ●

Making suggestions

Lesson 7

Shine

Grow

Read. Then listen and write.

To do list

Let’s put the tablet here.

●

Yes, good idea! ●

2. backpack on the ●

3. pyjamas on the

●

I can shine! 2 Choose and write.

3 Tidy your desk. Say.

Let’s put the pencils here.

Good idea!

I can make a suggestion. My Everyday English Making suggestions; Let’s put (the pencils) here. Good idea!

Read. Then listen and write. Tell pupils to look at the list. Read it together as a class. Ask Where shall we put (the tablet)? and elicit ideas. Tell pupils they are going to hear the two girls tidying up. Play the audio and have pupils write where each item will go. Play the audio again for pupils to check their answers. Then check with the class. Draw pupils’ attention to the expressions in the speech bubbles. Read them out and have pupils repeat chorally. D

iagn ose

2.17

ANSWER KEY: 1 desk, 2 chair, 3 bed

pencils books rulers rubbers notebooks

To do list

Place a few pens, pencils, rubbers, etc. on your desk or on the pupils’ desks before the lesson. Say Oh, look! What a mess! We need to tidy up. What do we need to do? Elicit ideas from the class and ask a few pupils to help tidy up.

1. tablet on the

Materials • Audio; Flashcards;

SUPPORT Review the key vocabulary and prepositions using flashcards and word cards before doing the activity. STRETCH Have pupils read the sentences individually and do the activity rather than reading them as a class. Then check answers together.

RECEPTIVE SKILLS TIP Before reading, ask pupils to say where the items are usually kept. This will activate the key vocabulary pupils will need to do the task.

Starting the lesson

Learning path

Practice: Activity 1

Practice: Activity 2

Speaking support

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2 2 Choose and write. ●

FUTURE SKILLS: enquiry and imagination skills Ask pupils where they keep their things at home. Have pupils work in groups to think of different ways of keeping things neat and tidy. They can draw or cut out pictures from magazines of the different types of furniture that help us keep our room tidy, e.g. shelves, cupboards, wardrobes, boxes, etc. Then have them say what they would keep in each one and draw pictures.

Pupils can make a to do list of other things they need to do, e.g. do my homework, brush my teeth. Then in pairs, pupils show each other their lists and make suggestions, e.g. Let’s do our homework. They then mime the action.

Grow

●

Fast finishers

Ask pupils to look at the to do list and the words in the wordpool. Pupils choose three of the items that need tidying up and write them on their lists. Ask pupils to compare their lists in pairs. SUPPORT Display the word cards and flashcards on the board as pupils do the activity. STRETCH Have pupils add more items to their to do list.

Ending the lesson ●

Act like you’ve forgotten where different items go in the classroom. Do an example by saying Let’s put the book away and then putting the book on your head or on the floor. Encourage pupils to say No! Let’s put the book (on the shelf)! Continue making suggestions to pupils to put things in unusual places, e.g. Tom, let’s put the pencils in the coat.

Activity Book page 17 FACILITATING SPEAKING IN CLASS Before doing Activity 3, practise the key function of here. on making suggestions. Write Let’s put the the board, leaving a large space between the words. Stick the word cards for classroom items in a column where the gap is.

Drill each suggestion chorally, e.g. Let’s put the books here. Have pupils say each sentence, each time a little more quickly. This repetitive practice will help pupils feel more confident when doing the freer speaking activity.

3 Tidy your desk. Say. ●

●

Ask pupils to look at the photo. Then ask two pupils to read out the speech bubbles. Pupils tidy their desks, making suggestions to each other about what to tidy and where to put the items. You may want to have pupils take out some of their things and make their desks messy before doing this activity.

I can shine!

Assess

ACHIEVE The pupil can make simple suggestions using short, fixed expressions. ADJUST The pupil can make suggestions with extra support and when a model is provided.

I can shine! Grow Helper: Pupils read the questions and discuss their ideas in pairs. Elicit ideas from the class.

Read and write. Then act out. Pupils look at the picture and read the left speech bubble. They complete the right speech bubble. They then act out the dialogue in pairs.

Pupils colour the Grow checkpoint pebble. Extra time: Pupils talk about the different rooms they tidy in pairs. They might tidy their bedroom, for example.

Activity 1 Girl 1 Girl 2 Girl 1 Girl 2 Girl 1 Girl 2 Girl 1 Girl 2 Girl 1 Girl 2 Girl 1 Girl 2

Audioscript

Let’s tidy up! Let’s put the tablet here. Where? On the desk. Yes, good idea! Let’s put the backpack here. Where? On the chair. Yes, okay! Let’s put the pyjamas here. Where? On the bed. Yes, good idea!

EXCEED The pupil can make and respond to suggestions spontaneously and without prompting.

●

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

I can shine: Activity 3

Activity Book Practice

Ending the lesson

Learning path

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Lesson 8 – Review

Pupil’s Book page 28

Objectives • Lesson aim: to review the language from Unit 2 • Revised language: bathroom, bedroom, garage, garden, hall, kitchen, living room, stairs; Where’s the…? It’s / He’s / She’s in / on / next to the… GSE • Receptive: Reading: Can demonstrate understanding of a word by matching it to a picture. • Productive: Writing: Can label simple pictures related to familiar topics by copying single words. • Productive: Speaking: Can answer simple questions about where people or things are, using basic phrases.

Shine: Time to shine! Shine • Encourage pupils to develop awareness that they can learn from their peers. While reviewing language from the unit, they should try to notice any gaps in their knowledge and ask or listen to their classmates to fill these gaps. Co-operative learning strategies such as Think, Pair, Share or Concentric Circles (see Starting the lesson) help facilitate these skills. • Write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit. Materials • Flashcards

Starting the lesson

erfect house

Let’s design a p Step 1

Review

1 Look and write. 51

●

bathroom bedroom living room kitchen stairs hall garden garage 3

●

D i a g n o s e Have the class stand in two circles: an inner circle facing out and an outer circle facing in, so that pupils are facing each other. There should be the same number of pupils in each circle. Each pupil says a target word from the unit. The outer circle then moves one step to the right, so they are now facing a new person. This time they have to say a different word. Continue until pupils have run out of words.

Step 1: Review ●

2 Look and circle. Ask and answer. Where’s the cat? It’s in the garden / living room. Where’s the fish? It’s in the kitchen / bedroom.

Play!

Where’s the lamp?

4 What’s your favourite room? Write. I like my

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 through reading and writing in Activity 1. Activity 2 helps review and personalise the story ideas and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and language of the Build spread and the writing in Activity 4 encourages a more personalised use of the target language.

1 Look and write.

It’s on the table.

●

Unit review Unit objectives review

●

Ask pupils to look at the words in the wordpool and elicit how to pronounce each one. Ask pupils to look at the pictures and say what they can see. Then have pupils say which room they think each one is. Have pupils write the correct word under each picture. ANSWER KEY: 1 stairs, 2 living room, 3 bedroom, 4 hall, 5 garage, 6 garden, 7 bathroom, 8 kitchen

Starting the lesson

Learning path

Review: Activity 1

Review: Activity 2

Review: Activity 3

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2 2 Look and circle. Ask and answer. ●

●

Have pupils read the questions and answers in pairs. Tell pupils to look at the pictures in Activity 1 to find the cat and the fish. Pupils circle the correct room in each answer.

Activity Book pages 18–19

ANSWER KEY: 1 bathroom, 2 living room, 3 stairs, 4 garden, 5 garage, 6 hall, 7 bedroom, 8 kitchen

ANSWER KEY: 1 living room, 2 kitchen FUTURE SKILLS: critical and reflective thinking skills Ask pupils if they can think of an item that can be found in every room of a house and the garden. In pairs or small groups, have pupils suggest furniture or other items that might appear in different rooms, e.g. a chair, a pet or a plant.

●

Draw pupils’ attention to the two speech bubbles and read the examples together. Have pupils look at the picture of the bedroom in Activity 1 and find the lamp. Pupils take turns in pairs to choose something in one of the pictures and ask where it is. Their partner tries to find the item and says where it is. To make this more fun, you could impose a time limit of 30 seconds per item.

4 What’s your favourite room? Write. ●

Pupils think about their favourite room in their house and complete the sentence.

Fast finishers

Draw and tick (✓). Then ask and answer. Pupils draw a backpack and a pen anywhere in the picture and tick the places where they put them. They then ask and answer questions about their pictures in pairs.

Extra time: Pupils read the definition and write the name of the item. ANSWER KEY: stairs

Stick and colour. Then play the game. Pupils cut out the corners from each page in their Activity Book, stick them in the corner spaces and colour the pictures. In pairs, they ask and answer questions, e.g. Where’s your bed? It’s in the garden.

Read. Then think and write. Pupils complete the graphic organiser with their own ideas. They then compare their ideas with a partner.

3 Play! ●

Find and circle. Then write. Pupils find and circle the words in the word search. They then write the words on the lines.

Shine

SUPPORT Display the room flashcards on the board and have pupils notice which furniture items are in each one. STRETCH Encourage pupils to explain how they know the pictures are different rooms, e.g. The sofa is in the living room.

Pupils colour the corner picture. They look at the Progress Chart for Unit 2 and tick the things they can now do. Home–school link: Pupils do this activity at home. They make a tent using items they find in their homes. Encourage them to take a photo and bring it to class.

Pupils can draw a picture of their favourite room.

Extra activity Have pupils go round the classroom asking each other and answering What’s your favourite room? Encourage them to find three pupils with a different answer to theirs. This helps foster awareness and appreciation of diversity.

Ending the lesson ●

Ask pupils to look back through the unit and choose three words or phrases they like. You could then have them write their favourite words and phrases on a class poster using brightly coloured felt tip pens or markers.

Review: Activity 4

Extra activity

Activity Book Practice

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s design a perfect house

Shine Shine: Time to shine! • Provide support for respectful interactions and turn-taking in collaborative work by encouraging pupils to listen carefully and respond to each other’s suggestions and ideas and to praise each other’s work. • Write the lesson objective on the board: We’re going to design the perfect house.

Objectives • Lesson aim: to design a perfect house • Revised language: Let’s put the… in / on / next to the…; cave, igloo, tent, treehouse; bed, lamp, sofa, table GSE Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. • Productive: Speaking: Can name everyday objects from spoken descriptions, if supported by pictures. Can give basic compliments, using simple fixed expressions.

•

onder

Step 2

ma ine g

Build

Grow

S hine

Materials • Plain paper, colouring pencils

Starting the lesson ●

Create

5 Which homes do you like? Tick (✓) or cross (✗).

Pupil’s Book page 29

Make a plan of your perfect house.

Play a game. Tell pupils you will call out two choices and they have to decide which one they like best. Call out instructions such as If you like playing in your bedroom, stand up. If you like playing in the garden, sit down. Repeat with similar instructions using the unit vocabulary.

Step 2: Create ●

Decide where to put things in your house.

Let’s put the lamp on the table.

Time to shine! 8

Share your house design with the class.

●

Good idea!

It’s a tent house. This is the living room. The sofa is next to the table.

What a great house!

I care about my home.

1 2 3 4

2 Unit project A perfect house

This section revises Global Citizenship skills from the Build and Grow spreads like personalisation, creativity and collaboration. Activity 5 focuses on personalisation and Activity 6 promotes creativity. Activities 7 and 8 foster collaboration and communication skills as pupils work together to decide on the final elements of their design before presenting to the class. 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:

●

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

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 6

Project: Activity 7

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al Citiz e ob

Let’s be friends

I share toys!

●

Pupils continue to work on their house designs, now adding in any furniture or other things they would like their home to have. Brainstorm ideas. Allow pupils to be creative and provide any necessary vocabulary. Read the speech bubbles together and remind pupils to make suggestions and respond to their group’s suggestions. Pupils discuss their ideas and draw the items they choose on their plans. When they finish, they can colour them in. Fast finishers can label the rooms and objects.

●

I play with friends!

I celebrate all families!

●

al Citiz e ob

Ending the lesson

I try different food!

al Citiz e ob

I appreciate special clothes

Ask pupils to look back through the unit and to find a picture they like. Then give them two minutes to write down as many things as they can that they can see in it.

Time to shine!

Assess

ACHIEVE The pupil can name places in a house. The pupil can ask and answer about where things and people are using Where’s…? He’s / She’s (in the living room).

Draw pupils’ attention to the picture of the plan and have them say what is in the house. Pupils work in groups to design a plan for the perfect house. They can use the ideas in Activity 5 as inspiration and the plan here as a model to follow. They only need to draw the rooms and outdoor spaces at this stage.

al Citiz e ob

Time to shine!

●

al Citiz e ob

I appreciate special clothes

I try different food!

I play with friends!

●

I appreciate special clothes

I celebrate all families!

●

I try different food!

I share toys!

ADJUST The pupil can name places in a house and ask and answer about where things and people are, but with errors. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence.

7 Decide where to put things in your house. ●

I play with friends!

Let’s be friends

6 Make a plan of your perfect house. ●

I appreciate special clothes

Shine

I celebrate all families!

PROJECT TIP: digitalisation If you have the facilities, pupils could use drawing software or an app to create their plans.

●

I try different food!

Lorem ipsum

TEACHER TIME TO SHINE: individuality When asking pupils to say whether or not they likeOptD something or give their opinion about something, it’s easy for them to succumb to peer pressure. Celebrate diversity and individuality when pupils choose something different from their friends. As a teacher, try to avoid influencing pupils in their choices.

I play with friends!

al Citiz e ob

Remind pupils of the Global Citizenship area of appreciating diversity. Ask pupils to notice similarities and differences between the different designs. Point out that different people like different things. Encourage pupils to see the positives of all kinds of homes.

Let’s be friends I share toys!

●

I celebrate all families!

al Citiz e ob

●

I share toys!

al Citiz e ob

Let’s be friends

al Citiz e ob

Ask pupils to imagine the perfect home. Give them a few OptA minutes to think and then get feedback, writing their ideas on the board. Tell pupils they are going to design the perfect house. Draw their attention to the four pictures and tell them to OptB decide whether they would like to live in each home. Pupils tick or cross the pictures, depending on whether or not they like each one. OptC

to help pupils remember what they want to say and organise their presentations: This home is a… The sofa/ table/bed/lamp is… STRETCH Have pupils include further details about their design, describing the items using colours or other adjectives. Gl

5 Which homes do you like? Tick (✓) or cross (✗). ●

EXCEED The pupil can name places in a house and ask and answer about where things and people are. The pupil can help other pupils in class during pair/ group work tasks. ➔ Work on the pupil’s intonation and pronunciation by modelling examples.

Unit 2 review notes ●

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

Share your house design with the class. Tell pupils they are going to share their design with the class. Read the examples in the speech bubbles together. Have each group present their design to the class. If you have a big class or less confident pupils, have them present to smaller groups. Encourage the other groups to give their opinions about the designs, saying what they like about them. You could hold a class vote to find out which is the most popular design. SUPPORT Write key phrases on the board As

sess

Time to shine: Activity 8

Activity Book Practice

Ending the lesson

Learning path

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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

Important to me

Review

GSE • Receptive: Listening: Can identify common objects from descriptions, if spoken slowly and clearly. • Receptive: Reading: Can understand basic sentences about where things, animals or people are. • Productive: Speaking: Can ask about the location of an object using a basic phrase. • Productive: Writing: Can spell a range of common words.

2.18

Listen and number.

Mi 4

Materials • Audio; Flashcards 2

Starting the lesson ●

●

2.18

living room

Listen and number.

Ask pupils to look at the main picture. Play the audio and have pupils point to the personal belongings in the picture as they listen. Play the audio again and tell pupils to number the items in the picture in order. SUPPORT Before listening, use the flashcards to review the target vocabulary. STRETCH After listening, ask pupils to work in pairs to name as many items in the picture as they can. They can take turns to point and name something. ANSWER KEY: 1 backpack, 2 scarf, 3 glasses, 4 watch, 5 trainers, 6 belt

● ●

Tell pupils that they are going to ask and answer questions about what things they have using the picture. Do an example as a model, using the speech bubbles. Point to the backpack in the picture and ask Have you got a backpack? Choose a pupil to answer. Write Yes, I have and No, I haven’t on the board and drill chorally. Pupils choose items in the picture and ask and answer questions. Encourage them to use a variety of language from Unit 1, e.g. Have you got a cap? Have you got dark hair?

3 Read and write. ●

●

bedroom

garden

Where’s the

It’s in the

Where’s the

It’s in the

Where’s the

It’s in the

Ha ab

W t

Review 1 Units 1 and 2

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ANSWER KEY: 1 Where’s the backpack? It’s in the garden. 2 Where’s the belt? It’s in the bedroom. 3 Where’s the watch? It’s in the living room.

4 Complete the checklist for you. ●

2 Look and point. Then ask and answer. ●

Yes, I have.

3 Read and write.

Put pupils in groups of four. In pairs, one pair tries to remember as many words as they can from Unit 1 and the other pair from Unit 2. They can write a list in their notebooks. Pairs come back together and share their lists. They then look back at the units in their books and check the words and spellings.

Have you got a backpack?

Look and point. Then ask and answer.

●

Tell pupils they are going on an Explorers Club trip and are getting ready to pack their things. They need to choose what they want to take with them. Pupils write and tick the things they want to take. Put pupils in groups and tell them to ask each other questions about the things they’re going to take. Model the activity with one or two pupils using the speech bubbles.

Extra activity Tell pupils to find words to describe things and people in Units 1 and 2, e.g. old, new, big, small, happy, sad.

Ask pupils to look at the words in the wordpool and then find the rooms in the main picture. Draw pupils’ attention to the questions and elicit the full question for the first one. Tell pupils to look at the picture to find the answer. Pupils then read and write the answers to the questions about the picture.

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

Extra Activity

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M03_RS_PB2_5515

Mini-project 4 Complete the

checklist for you.

Ending the lesson

Review

Time to shine!

●

Read and tick (✓).

●

1 I can read and write words about homes and things. 2 I can talk about my home and my things.

Play the categories game. Draw a table on the board with the following columns: rooms, things in the house, things you wear, words to describe people, jobs. Put pupils in teams and give them five minutes to write down as many words as they can in each column. When time is up, give teams a point for each correct answer.

Activity Book pages 20–21

3 I can comment on a photo. 4 I can say where things are.

• • • • •

backpack

ANSWER KEY: 1 d, 2 g, 3 e, 4 b, 5 a, 6 f, 7 c, 8 h 6

Vote. Say and sing.

He’s got a watch .

. .

3 Review 1

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Time to shine! 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.

6 Vote. Say and sing. ●

●

Find and circle six words. Then write. Pupils circle the words in the word snake. They then complete the sentences with the words they found.

ANSWER KEY: 1 Have, 2 long, 3 Where, 4 in, 5 has, 6 on

5 Read and tick (✓). ●

Listen and number. Then say. Pupils listen and number the pictures. They then take turns to point to a picture and act out the situation.

ANSWER KEY: 4, 1, 3, 2

My favourite new word is

Where’s the coat?

10/19/20 4:11 PM

2.19

My favourite song is

Have you got a backpack?

Read and trace. Then write the letter. Pupils read the sentences, trace over the words and match with the pictures by writing letters a–h.

Tell pupils to look back through the units at the two songs. They should choose their favourite song and write in their books. As they are looking, tell pupils to look back at the words they have learnt in the two units. Pupils write down their favourite word from Units 1 and 2. Allow pupils to write down more than one word if they wish to. Hold a vote to find out which song is the pupils’ favourite. Play the audio for the song and encourage everyone to join in.

Extra activity

Draw your friend. Then write and say. Pupils draw a picture of a friend. They then complete the sentences as if commenting on a photograph.

EXAMPLE ANSWERS: long, dark hair; great

Time to shine!

Read, write and colour. Pupils complete the I can… statements with the number of new words they can read and write. They then colour the stamps in their Explorers Club passports.

Activity 1 1 2 3 4 5 6

Oscar Tess Oscar Tess Oscar Tess

Audioscript I’ve got my backpack! I’ve got my scarf. I’ve got my glasses. I’ve got a watch. I’ve got my trainers. I’ve got a belt.

Ask pupils to draw a picture of themselves in a room of their house. They can also draw some of their belongings. Pupils then talk about their pictures in groups, e.g. This is me in my living room. I’ve got…

Activity 5

Activity 6

Extra Activity

Activity Book Practice

Ending the lesson

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e r u t a n e r o l p x e Let’s 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 people and objects using words and phrases

Participate in social exchanges in English

Make a five senses park map

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Unit overview Target vocabulary Farm animals: chicken, cow, donkey, goat, goose, horse, sheep, turkey On the farm: bush, fence, rock, wall Sensory garden: hear, see, smell, taste, touch

Target structures There’s a… There isn’t a… Where’s…? It’s (behind)…

Phonics Functional language

ee (sheep, teeth), oo (boots, goose)

Excuse me, where’s the garden?

Values Recycling and building Where’s…? It’s on / next to the…

Language stretch What’s that noise?

Respect animals. Go outside and explore nature. Love living creatures.

Competency focus Develop awareness of nature in local environment.

Key progress indicator chart GSE range for Level 2: 15–26 (stretch 29)

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 from spoken descriptions, if supported by pictures. (23)

Use a few words to name, talk about or describe familiar feelings, people and objects.

Learners can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. (24)

Recognise familiar words in phrases, sentences and texts.

Learners can understand basic statements about where things or people are, if spoken slowly and clearly and supported by pictures or gestures. (24)

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

Learners can understand simple directions, if spoken slowly and clearly. (25)

Follow short spoken texts intended to inform, instruct or influence a general audience.

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Lesson 1 – Vocabulary

Pupil’s Book page 32

Objectives • Lesson aim: to recognise and name farm animals • Target language: chicken, cow, donkey, goat, goose, horse, sheep, turkey • Recycled language: I can see…; bee, bird, butterfly, garden, tree GSE • Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. • Productive: Speaking: Can name everyday objects, animals or people around them or in pictures using single words.

Materials • Audio; Video; Flashcards; close up or cropped photos of animals

Starting the lesson: warm up

Let’s explore nature

●

Lesson 1

Where are the children?

3.01

Big Picture: Where are the children?

Listen and explore. ●

4 2

Before the lesson, find photos online of the In troduc following animals from Level 1: mouse, frog, owl, fox, turtle, duck. Crop the photos so that only one part of the animal’s body is visible, e.g. a paw, tail or beak. Display the photos and ask pupils to guess which animals they are. e

W Wonder: spark curiosity ond er • Tell pupils this is a Wonder lesson. Encourage pupils to think about language they don’t yet know in English. Ask them to think of an animal they want to know how to say. Make a list and do an online search for two or three animals each lesson. • Write the lesson objective on the board: We’re learning words to talk about farm animals.

goat

horse

chicken ●

Ask pupils to look at the main picture and D iagn ose say where the children are. Point to things they may know and ask questions, e.g. What’s this? How many animals are there? Point to Clara and ask What can Clara hear? (a cow). Elicit ideas about the different noises she might be able to hear, e.g. animal noises. ANSWER KEY: The children are at a city farm.

Tell me!

What animals are there where you live?

3.02

turkey

Listen, stick and say.

3 Trace and read.

Cows are big.

Watch and listen.

1 ●

Listen and explore. Play the audio and have pupils point to the animals in the picture as they listen. Ask follow-up questions, e.g. What is Oscar’s favourite animal? What do cows say? SUPPORT Before listening, use the flashcards to pre-teach the target vocabulary. STRETCH After listening, ask pupils to classify the animals into big and small. 3.01

TEACHER TIME TO SHINE: including movement Movement can help pupils learn and it also aids concentration. If you have space, ask pupils to pretend they are one of the animals and use their bodies to move like the animal. You can also find yoga poses for many animals, which allow pupils to stretch their bodies and get into the right mindset for learning.

Vocabulary Farm animals

Starting the lesson

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

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3 2

FUTURE SKILLS: enquiry and imagination Have pupils do some online research about one of the animals. They could do this for homework and use L1 for their search. At the beginning of each lesson, invite a few pupils to share what they’ve learnt, using English where possible.

ANSWER KEY: 1 cow, 2 goat, 3 horse, 4 chicken, 5 donkey, 6 sheep, 7 goose, 8 turkey

Ending the lesson Play a game. Have one pupil sit or stand with their back to the board. Stick one of the flashcards on the board. Then ask the other pupils to give clues about the animal so that the pupil can guess what it is, e.g. It’s white / It’s small / It’s got two legs.

●

3 Trace and read. ● ●

●

ANSWER KEY: The perception of size is subjective, so encourage pupils to discuss their opinions. Cows, horses and donkeys are big. Chickens are small. However, turkeys and geese are both big birds, but small compared to a larger animal. Goats and sheep are relatively small compared with horses or cows. You could also teach the term medium-sized if pupils express the need for it. Write sentence starters with the animals in singular form on the board, e.g. A (goose) is big/small before asking pupils to make sentences about the animals. STRETCH Elicit the singular and plural forms of all the animals and write on the board. Encourage pupils to notice the irregular plural of goose (geese) and ask pupils if they know any other words like this (foot/feet, tooth/teeth). SUPPORT

WONDER HELPER

●

t’

s Revie

Find and trace. Then say. Pupils find the items in the Pupil’s Book. They then trace and say the words.

Look and write. Pupils look at the picture and write the words in the correct places.

ANSWER KEY: 1 cow, 2 goat, 3 horse, 4 donkey, 5 turkey, 6 chicken, 7 goose, 8 sheep Wonder Helper: Pupils circle the odd one out. ANSWER KEY: Pupils should circle: chicken (It has two legs, not four. It is also a bird and lays eggs; the others are mammals.) Extra time: Pupils say the words in alphabetical order. ANSWER KEY: chicken, cow, donkey, goat, goose, horse, sheep, turkey

Activity 1

Read Tess’ question in the speech bubble. Ask pupils to think about all the animals there are locally. These could be on farms, in zoos, people’s pets, etc. Give pupils a few minutes to think and share their ideas in pairs or small groups. You could also teach the words for where these animals live, e.g. field, stable. Then get feedback from the class.

●

Activity Book page 22 Le

Pupils trace and read the target vocabulary on the page. Write Big or small? on the board. Then draw pupils’ attention to the speech bubble and read it together. Drill the sentence chorally. In pairs, pupils take turns to make sentences about the size of the animals, e.g. Horses are big.

Watch and listen. Tell pupils that they are going to watch a video about farm animals. Ask them which animals they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions.

Clara Stella Tess Basil Tess Clara Tess Oscar

Audioscript

Wow! A city farm! Yes! There’s a goat and a horse! The horse is big! There’s a turkey and a chicken, too. They’re small! A cow! Listen! Look at the goose. It’s next to the sheep. And my favourite animal… a donkey!

Activity 2 1 a cow 2 a goat

3 a horse 4 a chicken

5 a donkey 6 a sheep

7 a goose 8 a turkey

Practice: Activity 3

Wonder Helper

Our World video: Activity 4

Activity Book Practice

Learning path

Ending the lesson

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Wonder

●

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Lesson 2 – Song and structures

Pupil’s Book page 33 W Wonder: spark curiosity ond er • Engage pupils with the unit theme by having them explore ideas about the theme through the title: Let’s explore nature. Ask pupils what kind of language they think they will learn about. Make a mind map on the board or on a poster, adding the categories pupils suggest, e.g. animals, places, plants. As you progress through the unit, encourage pupils to add words and phrases to the mind map. • Write the lesson objective on the board: We’re learning to talk about what animals are in a place.

Objectives • Lesson aim: to talk about what is and isn’t in a picture • Target language: There’s (a turkey). There isn’t (a frog). • Recycled language: frog, lizard GSE • Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. • Productive: Speaking: Can describe the position of objects or people in a basic way, using pictures or gestures.

ma ine g

nd er

Build

donkey

sheep

3.03

Sing and act.

Shine

Grow

Lesson 2

cow

Materials • Audio; Flashcards

S On

3.05

●

There isn’t a fox or a duck or a turtle On the farm, on the farm, on the city farm! There’s a cow and a donkey and a horse, too On the farm, on the farm, on the city farm! There’s a chicken and a goose and a turkey, too. On the farm, on the farm! (x2) On the city farm! There’s a sheep and a goat, all for you! On the farm, on the farm, on the city farm! On the city farm!

Starting the lesson

●

Listen and tick (✓).

b ●

goose There’s a goose and a turkey. There isn’t a frog.

●

I can shine! 3

●

Choose, think and say.

It’s got four legs. It’s white.

A sheep! There’s a sheep on the farm!

3.03

3.05

Sing and act. With the flashcards displayed on the board, play the audio. Then ask Is there a (horse) on the city farm? Pupils answer according to the song lyrics. Write a tick or cross next to the flashcards. Play the song again and have pupils join in. Pupils can do actions for each animal and nod or shake their heads for There is and There isn’t. When pupils are confident, play the karaoke version (audio track 3.04) and have them sing along and do the actions. Listen and tick (✓).

Elicit the names of the animals in the D iagn ose pictures. Play the audio and have pupils tick the picture that shows the animals they hear. Read the sentences in the box and drill chorally. Then ask pupils to make sentences about the picture using There’s / There isn’t a… ANSWER KEY: a

I can name farm animals. Song and structures There’s (a turkey). There isn’t (a frog).

Ask pupils if they have visited a farm. Ask What animals are on a farm? Elicit animals from the class and display each flashcard on the board as they name the animal. Allow pupils to suggest further animals that aren’t part of the target vocabulary and write these on the board.

SUPPORT Before listening, stick one of the flashcards on the board and say There’s a (horse). Repeat with other animals until all but one are on the board. Then ask pupils which is the missing animal. Say There isn’t a (goat) and shake your head. Repeat as required until

Starting the lesson

Learning path

Song

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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●

3.06

Listen and tick (✓) or cross (✗). Pupils listen to the audio and tick or cross each animal.

Extra activity

ANSWER KEY: 1 ✓, 2 ✓, 3 ✗, 4 ✗, 5 ✓, 6 ✓

Display the quest poster and make true or false statements about it, e.g. There’s a cow. There’s a sofa. There isn’t a fish. Pupils listen and say Yes or No.

3 Choose, think and say. ●

Activity Book page 23

Model the activity using the examples in the speech bubbles. Read out the first speech bubble. Then ask pupils what animal they think it could be. Give pupils a few seconds to think and then share their answers. Then read the second speech bubble and have pupils repeat it chorally. Pupils work in pairs to play a guessing game with the animals from Lesson 1. Monitor and help as necessary.

Assess

I can shine!

ACHIEVE The pupil can say what animals there are or aren’t in a picture. ADJUST The pupil can say what animals are in a picture using single words. ➔ Write the target structure on the board and drill before asking pupils to repeat the activity.

What’s on the farm? Trace, colour and write. Pupils join the dots and colour to finish the picture. They then complete the sentences using There’s and There isn’t.

ANSWER KEY: 1 There’s, 2 There isn’t, 3 There isn’t, 4 There’s

I can shine!

Look at Activity 2 and circle Yes or No. Then say. Pupils read the sentences and look at the picture to check if the animals are the correct colour. They then use the speech bubbles to make their own sentences about the picture in pairs.

ANSWER KEY: 1 No, 2 Yes, 3 No Pupils colour the Wonder checkpoint pebble. Extra time: Pupils write down their favourite farm animal and tell a friend.

Activity 1

Audioscript

Girl EXCEED The pupil can talk about what there is and isn’t in different contexts without any visual prompts.

●

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

Fast finishers Have pupils do a drawing dictation in pairs. They each draw a simple farm. They give each other instructions about what animals to draw, e.g. There’s a cow on the farm. There isn’t a goat.

Wonder

pupils are aware of the difference between There’s and There isn’t. STRETCH Have the pupils make further statements about the animals and objects in the main picture in pairs.

There isn’t a fox or a duck or a turtle On the farm, on the farm, on the city farm! Boy There’s a cow and a donkey and a horse, too On the farm, on the farm, on the city farm! Girl There’s a chicken and a goose and a turkey, too On the farm, on the farm! There’s a chicken and a goose and a turkey, too On the city farm! Boy There’s a sheep and a goat, all for you! On the farm, on the farm, on the city farm! On the city farm!

Activity 2 Look! There’s a goose and a turkey. There isn’t a frog.

Ending the lesson ●

Play the song again and have pupils join in. Then have the class rewrite the song so there are and aren’t different animals. As a class, write the new lyrics on the board and stick flashcards up as visual cues. Then sing the new song together.

Extra Activity

I can shine: Activity 3

Activity Book Practice

Learning path

Ending the lesson

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Lesson 3 – Story

Pupil’s Book page 34 Im Imagine: fostering imagination agine • Tell pupils this is an Imagine lesson. Encourage pupils to think about the feelings of the characters in the story. Foster social and emotional learning by having pupils put themselves in Peanut’s shoes. • Write the lesson objective on the board: We’re listening to and reading a story about making animals happy.

Objectives • Lesson aim: to read and understand a story about making animals happy • Recycled language: chicken, cow, donkey, goat, sheep; Where’s (the sheep)? It isn’t the…; There’s a… • Receptive language: feed, fence; What’s that noise? GSE • Receptive: Reading: Can understand basic sentences about where things, animals or people are. • Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. • Productive: Speaking: Can act out parts of a picture story using simple actions and words. W

onder

agine

Build

Shine

Grow

Lesson 3

1 How many animals? Look at the story. Count and write the

Materials • Audio; Video; Story cards; Flashcards

I like goats!

number.

four legs

two legs

Listen or watch.

3.07

Explorers Club

● Oh, look! There’s a goat.

Let’s feed the animals. This is for the horse.

He’s here! Oscar! Clara! Where’s Peanut?

And this is for the chickens!

How many animals? Look at the story. Count and write the number. Draw pupils’ attention to the two boxes. Ask Which animals have four legs? Which animals have two legs? Pupils look at the animals in the story and count the number of animals that have each number of legs. As

sess

I don’t know!

Where’s the sheep?

I can shine!

I can hear a cow.

3 Read and match. 1

Listen! What’s that noise? Look! It’s behind the cow!

ANSWER KEY: Four legs: 4 (horse, sheep, cow, goat); Two legs: 2 (chicken and Peanut – although rabbits don’t usually stand on their hind legs. Peanut could also be acceptable for four legs.)

We like farm animals and we love you, too.

Peanut! Where are you?

Let’s imagine!

It isn’t the cow.

Where’s Peanut? How do you think he feels?

Story value A story about making animals happy

horses

chickens

goats

4 Act out. I can understand a story about farm animals. Story language Where’s (the sheep)? It’s (behind) (the fence).

RECEPTIVE SKILLS TIP Before listening to the story, give pupils a true or false statement about the story, e.g. Peanut is feeding the animals. Pupils then listen or watch to find out.

Starting the lesson ●

Slowly start to draw an animal on the board and have pupils try to guess what it is. This works best if you start with a leg or the back of the animal rather than the head. TEACHER TIME TO SHINE: drawing on the board Some teachers don’t feel comfortable drawing things like animals on the board if they aren’t proficient artists. However, it is important to show the children that we should always try to do things even if we aren’t very good at it at first. It’s also important to allow all pupils to attempt something, whatever their level or ability. Be a positive role model and give it a go! FUTURE SKILLS: enquiry and imagination Tell pupils to think about where different kinds of animals live. Look for some photos of the animals online and have pupils notice details about their habitats. Ask questions and encourage pupils to ask their own questions. This will help pupils with the enquiry process and foster curiosity.

2 ●

●

Listen or watch. Tell pupils they are going to listen to a story about the children at the city farm. Play the audio or the video and have the pupils follow the story in their books. Play the audio or video again and pause after each line for pupils to repeat. Encourage them to copy the characters’ pronunciation and intonation. SUPPORT Before listening to the story, use gestures and pictures to pre-teach any language that you think pupils might find difficult. STRETCH After listening to the story, write sentences that summarise the events in the story in a jumbled order on the board. Pupils have to put them in order. 3.07

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

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3 Ending the lesson

IMAGINE HELPER

Activity Book page 24

3 Read and match. ● ●

Ask What do animals eat? Elicit ideas from the class. Pupils look at the three pictures of types of food and match them with the animals. Then have pupils say This is for the (horses), etc.

4 Act out. Have pupils act out the story in small groups. Give each group a set of story cards to help. Each pupil plays one character from the story, repeating their lines from the story as they hear them. Play the audio and pause after each frame. Once pupils are familiar with the lines, have them act it out without the audio, allowing them to improvise.

I can shine!

Assess

●

Look and read. Then write. Pupils look at the pictures and complete the sentences with the words from the word bank. Let them look back at the story if needed.

ANSWER KEY: 1 horse, 2 sheep, 3 cow

ANSWER KEY: 1 goats, 2 horses, 3 chickens

●

Hold an animal flashcard or a toy animal behind a classroom item, e.g. a book, and ask Where’s the (cow)? And elicit It’s behind the (book)! Repeat a few times, then have pupils come and place a flashcard behind something in the classroom and ask the class the question. This can be funny when pupils put the animals in unusual places!

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

Story extension Ask pupils what they think Peanut eats. Have them work in groups to brainstorm different foods rabbits might eat and draw pictures.

Look and write. Pupils look at the different types of food in the buckets. They then complete the sentences.

ANSWER KEY: 1 chicken, 2 horse, 3 goat

I can shine!

Which animals are on the farm? Write and say. Pupils look at the picture and make connections between the items and the animals. They write the animals to complete the sentence.

ANSWER KEY: horse, chicken, cow Pupils colour the Imagine checkpoint pebble. Extra time: Pupils choose their favourite frame from the story and share with their partner.

Activity 2 1 Stella Tess 2 Oscar Clara Tess 3 Oscar Tess 4 Oscar Tess 5 Tess Clara Oscar 6 Oscar Tess

Audioscript

Let’s feed the animals. This is for the horse. And this is for the chickens! Where’s the sheep? Look! It’s behind the cow! Listen! What’s that noise? I can hear a cow. It isn’t the cow. Oh, look! There’s a goat. I like goats! Oscar! Clara! Where’s Peanut? I don’t know! Peanut! Where are you? He’s here! Oh, silly Peanut! Don’t be sad… We like farm animals and we love you, too!

Imagine Helper

I can shine: Activities 3 and 4

Story extension

Activity Book Practice

Ending the lesson

Learning path

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Imagine

Read Clara’s questions in the speech bubble and elicit ideas. Ask further questions to help pupils explore their feelings and connect the story with their own lives, e.g. How do you feel when people aren’t paying attention to you?

●

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Lesson 4 – Vocabulary and structures

Pupil’s Book page 36

Objectives • Lesson aim: to describe where animals are • Target language: Where’s (the cow)? It’s (behind) (the wall); bush, fence, rock, wall • Recycled language: There’s a…; There isn’t a… GSE • Receptive: Listening: Can recognise familiar words and basic phrases in short illustrated stories, if read out slowly and clearly. • Productive: Speaking: Can answer simple questions about where people or things are, using basic phrases. • Productive: Writing: Can spell words in which letters of the alphabet combine to produce single sounds, e.g. sh, igh.

Build: building confidence Build • Build confidence by having pupils repeat the chant as many times as possible. To prevent them from getting bored, have them say the chant using different voices, e.g. a superhero or an old lady, or in different ways – quickly, slowly, loudly, quietly. This will allow pupils to have lots of practice chorally, enabling them to use the language confidently in the speaking activity. • Write the lesson objective on the board: We’re learning words to describe outdoor places. Materials • Audio; Flashcards

Starting the lesson Lesson 4

3.08

●

Listen and find.

3.09

Listen and number. Say.

fence bush

wall 3

●

rock ●

3.10

Listen, read and say.

Where’s the cow? It’s behind the wall.

h a nt

Where’s the cow? It’s behind the wall. Is there a horse behind the wall? No, there isn’t! There’s a cow behind the wall!

4 Follow and find. Write and say.

Where’s the goat?

●

. ●

There’s a .

Listen and number. Say. Play the audio. Ask pupils to listen and write numbers 1–4 next to the correct picture. Play the audio again, pausing after each line for pupils to repeat the words. Pupils trace the target vocabulary and say each word. Then elicit each one with the flashcards. 3.09

ANSWER KEY: 1 bush, 2 rock, 3 fence, 4 wall

There’s a behind the

3.08 Listen and find. Use the flashcards and word cards to present the new vocabulary. Hold up each card and say the words for pupils to repeat. Look at the picture together and ask pupils where they think it is (it could be outdoors at the Explorers Club or the city farm). Elicit more ideas about what they can see and what is happening. Say The animals are hiding. Play the audio and ask pupils to point to the things they hear while they listen.

There’s a

behind the 3

●

It’s behind the wall.

behind the

D i a g n o s e If you can see an outdoor area through the window, such as a garden or park, ask pupils to look out of the window and say what they can see. Alternatively, display a picture or online satellite view of a local park or garden in your city. Elicit ideas and write the words in English.

FUTURE SKILLS: critical and reflective thinking skills Display two animal flashcards on the board and ask What have they got in common? Give pupils one minute to think of at least one idea in pairs. Alternatively, do as a Think, Pair, Share activity.

Vocabulary and structures Where’s (the cow)? It’s (behind) (the wall).

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Build Helper

Practice: Activity 3

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3 Ending the lesson BUILD HELPER

●

3 ● ●

●

3.10 Listen, read and say. Play the audio and ask pupils to listen and read the chant. Play the audio again, pausing after each line for pupils to repeat. Divide the class into two. Have the whole class chant the first line, then half the class chant the question and the other half chant the answer. Have them change roles and chant again.

Play the audio and have pupils act out the scene in groups. Each pupil pretends to be a different animal and hides behind something in the classroom that represents the wall.

4 Follow and find. Write and say. ●

●

Activity Book page 25

Pupils follow the lines to find out where each animal is and complete the sentences with the target vocabulary. Ask two pupils to read out the speech bubbles as a model. Pupils ask and answer questions about where the animals are in pairs. Check answers with the class by having one pupil ask a question about where an animal is and nominate another pupil to answer. ANSWER KEY: 1 sheep, rock, 2 goat, wall, 3 horse, bush SUPPORT Display the word cards for both the animals and the outdoor features on the board for pupils to refer to. STRETCH Have pupils ask each other questions about the animals in the maze in pairs, e.g. Is there a sheep behind the wall? No, there isn’t.

Look and write. Pupils look at the picture and write the words.

ANSWER KEY: 1 fence, 2 bush, 3 rock, 4 wall

Extra activity

●

Play a memory chain game. Pupils sit in a circle. One pupil says There’s a (sheep) behind the (rock). The following pupil repeats the sentence and adds another animal in another place, e.g. There’s a (sheep) behind the (rock) and a (turkey) behind the (bush). Continue until someone can’t remember what goes next. This is best played in groups of four or five pupils.

Follow, find and write. Then say. Pupils follow the lines to find out where each animal is, then they complete the sentences.

ANSWER KEY: 1 goose, rock, 2 sheep, wall, 3 horse, fence, 4 goat, bush Extra time: Pupils read the question and tell their partner who or what is behind them.

Activity 1 Basil Stella Basil Stella Basil Stella Basil Stella Basil

Audioscript

Where’s the chicken? It’s behind the bush! Oh, yes! Where’s the goose? It’s behind the rock! I can see it now! Haha! Where’s the horse? It’s behind the fence! Oh, yes! Where’s the cow? It’s behind the wall! Haha! Yes!

Activity 2 1 a bush

2 a rock 3 a fence

4 a wall

Activity 3 Oscar

Fast finishers Have pupils create their own maze activity. They draw three animals on the left and three places on the right, then join with coloured ‘spaghetti’ lines as in Activity 4. They then swap puzzles with a partner and say where each animal is, e.g. There’s a horse behind the rock.

Let’s go everybody, listen to me! Where’s the cow? Girl It’s behind the wall! Oscar Is there a horse behind the wall? Girl No, there isn’t! There’s a cow behind the wall! Oscar Let’s go everybody, chant with me! Children Where’s the cow? It’s behind the wall! Is there a horse behind the wall? No, there isn’t! There’s a cow behind the wall!

Presentation: Grammar

Extra activity

Practice: Activity 4

Activity Book Practice

Ending the lesson

Learning path

M05_RS_TB2_5966_M05.indd 89

Build

Point to Oscar the Build Helper. Ask Where’s the cow? and have pupils find the cow in the picture. Then have pupils read the answer. Ask pupils to show you the meaning of behind by using gestures.

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Lesson 5 – Communication

Pupil’s Book page 37 Build Build: building confidence • Build confidence and phonemic awareness by encouraging pupils to play with the sounds of English. Show them how to position their mouths in order to pronounce each sound and exaggerate the vowel sound by elongating it. Then have them make up new sound combinations to create nonsense words. • Write the lesson objective on the board: We’re learning to talk about what animals there are on a farm.

Objectives • Lesson aim: to talk about what there is. To use the sounds oo and ee • Speaking function: to describe things that are and aren’t there • New language: What’s that noise? • Recycled language: There’s / There isn’t a… Is there a…?; chicken, donkey, fox, goose, sheep; behind GSE • Receptive: Listening: Can recognise familiar key words and phrases in short, basic descriptions (e.g. of objects, people or animals), if spoken slowly and clearly. • Productive: Speaking: Can ask about the location of an object using a basic phrase. Can describe the position of objects or people in a basic way, using pictures or gestures.

ma ine g

onder

Shine

Grow

Build

Lesson 5

3.11

Materials • Audio; scissors, glue, sheet or towel

Starting the lesson ●

Listen and number. Say.

Look and play. Add one more.

3.12

Listen, write and say.

My sounds

There’s a fox on the farm. Where’s the chicken? It’s behind the rock. Picture c!

RECEPTIVE SKILLS TIP Pupils should not expect to understand every word when they listen to somebody speak. Explain that some words are more easily heard in a sentence and that these are usually the words we need to be able to understand an idea. Choose a sentence from the audioscript and underline the key words. Then say the sentence naturally and have pupils notice which words they heard.

A goose with boots. A sheep with teeth!

I can shine! 4

Cut out, play and say.

There’s a horse on the farm!

Do a guided visualisation with the class. Tell pupils that they are going to use their imaginations and pretend they are not in the classroom. Allow them to close their eyes if they wish to. Say Let’s go outside. Open the door – we’re in a beautiful garden! There are bushes, rocks, trees and flowers. There’s a fence on one side. What colour is it? There’s a wall on the other side. Is it a big wall or a small wall? Behind the rock you see a small animal. What animal is it? etc. SUPPORT Display the flashcards on the board and point to them as you guide pupils during the visualisation. STRETCH Have pupils share what they imagined with a partner.

Yes! It’s behind the fence.

1 ●

I can ask and answer about what there is on a farm. Communication Describing what there is; sounds oo and ee

37 ●

Listen and number. Say. Draw pupils’ attention to the three pictures and elicit the animals they see in each one. Tell pupils they are going to listen to a child describing them. Play the audio. Pupils number the pictures. 3.11

ANSWER KEY: 2, 3, 1

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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3 2 Look and play. Add one more. ●

My sounds Listen, write and say. Have pupils look at the picture and say what they see. Try to elicit goose, sheep, boots and teeth. Ask What sounds do they have? Drill the key sounds oo – oo – goose and ee – ee – sheep. Play the audio. Ask pupils to listen and repeat the sounds. Have pupils trace the letters on the page as they say each sound. Play the audio again and have pupils repeat each line.

3 ●

● ●

●

3.12

4 Cut out, play and say. ●

● ●

Have pupils cut out the animals and the farm background. Then show them how to fold the animals so they stand up. Tell pupils to choose where to put each animal. In pairs, pupils ask and answer about what is on each other’s farms and where using Is there a…? Yes, there is / No, there isn’t a… Where is it? It’s (behind) the… Allow pupils to combine their farms and make sentences using There are…

ACHIEVE The pupil can ask about and say what animals are on the farm and where.

Activity Book page 26

3.13

Listen and tick (✓) or cross (✗). Then match. Play the audio. Pupils listen and decide if each animal is there or not there. They then draw lines to match each animal with its place.

ANSWER KEY: ✓ 2, 3, ✗ 1, 4 Pupils should match the donkey with the bush and the turkey with the wall.

3.14

Listen and repeat. Then circle. Play the audio. Pupils listen, repeat the word and circle the correct sound.

ANSWER KEY: 1 ee, 2 oo, 3 ee

I can shine! Write. Then choose, circle and draw. Pupils complete each sentence with ’s or isn’t. They then choose one of the four objects and complete the picture.

ANSWER KEY: 1 isn’t, 2 ’s Pupils colour the Build checkpoint pebble.

ADJUST The pupil can say what animals are on the farm and answer questions with short answers.

Activity 1

Audioscript

1 There’s a donkey. There isn’t a turkey. There’s a chicken behind a rock. 2 There’s a fox on the farm. There isn’t a goose. There’s a chicken. It’s behind a bush. 3 There’s a fox on the farm. There isn’t a horse. There’s a chicken. It’s behind a wall.

EXCEED The pupil can ask and answer questions about what animals there are and where they are using full sentences without support.

●

Play Kim’s game using toy animals or flashcards. Place eight to ten animals on a desk and give pupils 30 seconds to try to remember them all. Then cover them with a sheet or towel and tell pupils to take turns in pairs to name all the animals they remember. Get feedback, encouraging pupils to use There’s a… / There isn’t a…

Assess

I can shine!

Ending the lesson ●

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

Activity 3

FUTURE SKILLS: collaboration and communication skills Encourage pupils to work together and help each other with Activity 4. They can prompt each other and offer suggestions. Always encourage pupils to actively ask each other questions and respond appropriately.

oo oo oo goose oo oo oo boots ee ee ee sheep ee ee ee teeth A goose with boots. A sheep with teeth!

Phonics practice

I can shine: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Build

●

Ask pupils to read the speech bubbles. Then have them look at the three pictures and see which one it might be. Do they agree that it is the last picture? Have pupils say how they know which picture it is. Pupils play the guessing game in pairs, taking turns to choose and describe a picture from Activity 1.

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Lesson 6 – Global Citizenship

Pupil’s Book page 38

Objectives • Lesson aim: to explore the five senses • Cross-curricular connection: Science • Global Citizenship theme: Exploring nature around us • Target language: hear, see, smell, taste, touch • Recycled language: bees, flower, rocks, strawberries; I can…

I try different food!

Materials al Citiz e ob • Audio; Video; Flashcards; crayons, scissors, glue, magazines

al Citiz e ob

GSE • Receptive: Listening: Can bidentify the names of people or al Citiz al Citiz al Citiz al Citiz e e e e ob ob o ob places in short, simple dialogues, if spoken slowly and clearly. •OptA Productive: Speaking: Can talk about things they can or can’t Let’s be I share I celebrate all I play with friends toys! families! friends! do using a simple, fixed expression.

Grow: Nurturing growth in society G ro w • Promote Global Citizenship by encouraging pupils’ awareness of nature in their local environment and the importance of taking care of it as a community. • Write the lesson objective on the board: We’re learning words to talk about our senses.

I appreciate special clothes

Starting the lesson Tell pupils to close their eyes and just listen to the sounds they hear in the school and I try different I appreciate food! special clothes from outside. You could leave a window open so that they hear outdoor sounds. This activity encourages mindfulness, which aids concentration and enjoyment in the moment. Elicit what sounds the pupils heard and write on the board. ●

Listen, look and find.

3.15

I celebrate all families!

I learn about the five senses.

3.16

I play with friends!

Lorem ipsum

Listen, point and say.

OptC

al Citiz e ob

Let’s be friends

I share toys!

taste

see

I celebrate all families!

I play with

touch

3 Look and read. Tick (✓) or cross (✗). ). Then say.

friends! hear

I appreciate special clothes

Listen, look and find. ● Ask pupils to look at the pictures and say what they see. Citiz the audio ● itiz present the vocabulary alPlay al Cand b e e o ob flashcards for pupils to repeat each word. Then hold up each card for them to say the word and I try different I appreciate food! special clothes find it in the pictures on the page. 3.15

OptD smell

I try different food!

al Citiz e ob

I play with friends!

I celebrate all families!

I share toys!

●

I can taste an apple!

Let’s be friends

Let’s be friends I share toys!

Lesson 6

OptB

D i a g n o s e Ask pupils to say which things in the picture they think they could hear/smell/ taste/touch.

Background information see

Sensory gardens are designed to stimulate the different senses. They are often visited by schoolchildren, people with disabilities and elderly people suffering from dementia. In Lessons 8 and 9, pupils will design their own sensory garden.

touch hear Think and share!

taste

What’s your favourite smell?

smell

4 38

Watch and listen.

Global Citizenship The five senses

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Listen, point and say. Play the audio and have pupils listen and point to the correct picture. Play the audio again for pupils to repeat the words, pausing after each sentence. Have pupils stand up and take them on an imaginary tour of the sensory garden in the classroom. Play the audio and have them act out the scenario, e.g. by smelling flowers, pretending to touch rocks, etc. 3.16

My Everyday English Asking for and giving information; Where’s (the cafe)? It’s (next to) (the pond). ●

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Practice: Activity 3

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3 Background information (Culture and CLIL) Have pupils make connections between the natural world and the importance of looking after the environment. Point out that our senses can help us to see where action needs to be taken; for example, we might smell rubbish on the street which needs cleaning up or pollution on the roads. We can hear more traffic and machinery than animals and insects. In many parts of the world, we can no longer see forests as they are being cut down to build on land. Extend the discussion, using the five senses as the basis.

3 ●

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Look and read. Tick (✓) or cross (✗). Then say. A s ss se Draw pupils’ attention to the four pictures and elicit what they show. Pupils match the pictures with the senses by completing the table with ticks or crosses (no definitive answers). Read the speech bubble together. Pupils then compare their tables in pairs, saying I can taste a…, etc.

TEACHER TIME TO SHINE: real world connections Where possible, have pupils connect the unit theme with the world around them. This can be on an individual, personal or local level, or as part of a wider global issue. Pupils can start by thinking about what they can do in their own lives, and this can be extended to discussions about what society can do as a whole.

Extra activity Have pupils make senses posters. Assign each sense to a different group of pupils. They should think of examples of things to add to their poster. They can draw pictures or cut them out from magazines. Display the posters on the wall and encourage pupils to present them using the target language: I can hear/ see/smell/taste/touch…

Ending the lesson ●

4 ● ●

Watch and listen. Tell pupils that they are going to watch the video again. Play the video and have pupils say what things they think they would be able to smell, hear or touch. FUTURE SKILLS: critical and reflective thinking skills Ask pupils to think about which sense they think is the most important and why. Encourage them to think about people who might be missing one of the senses, e.g. a visually impaired or deaf person. What difficulties do they have every day? Can pupils imagine not being able to smell or taste? What about touch? Which sense would it be the most difficult to live without and why?

Grow

RECEPTIVE SKILLS TIP Before the first listen, drill the pronunciation of the five target words. This will help pupils assimilate the sounds and will make it easier for them to identify the words in the listening text.

Play a game. Divide the classroom into three sections, lengthwise, and label A, B and C. Have pupils stand in the middle. Tell pupils that you’re going to call out three options. They should move to the section that contains the correct answer for them. Call out a sentence, e.g. I don’t like the smell of… A fish, B chocolate, C grass. When pupils have moved, ask them follow-up questions, e.g. So, you don’t like the smell of chocolate. Do you like eating chocolate?

Activity Book page 27

Look, read and circle. Then say. Pupils look at the pictures and circle the correct verb. They then say each word.

ANSWER KEY: 1 smell, 2 see, 3 hear, 4 taste, 5 touch GROW HELPER Read Basil’s question as a class. Brainstorm things that smell nice and write or draw pictures of the pupils’ ideas on the board. Give pupils a few seconds to think. Then have a vote to find out which is the class’ favourite smell. Ask pupils if everybody likes the same smells. Elicit that some people might not like certain smells, especially foods that they don’t like. A meat-eater might love the smell of cooking meat, but a vegetarian or vegan would probably find it less attractive.

Activity 1 1 smell

2 taste

3 see

4 touch

Audioscript

5 hear

Activity 2 Girl Boy Girl Boy Girl Boy

This garden is amazing! Yes, I can smell flowers. I can touch rocks and taste an apple. I can see leaves! Shh! Listen! I can hear the sea… Let’s explore!

Extra activity

Our World video: Activity 4

Grow Helper

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: asking for and giving information • Functional language: Excuse me, where’s (the café)? It’s (next to) (the pond). • Text type: an infographic • Recycled language: pond, trees, (city) farm, garden GSE • Receptive: Reading: Can recognise familiar names, words and very basic phrases on simple notices and signs. • Productive: Writing: Can write some familiar words. • Productive: Speaking: Can ask for directions on how to get somewhere on foot or by public transport using simple language.

onder

ma ine g

Grow

Materials • Audio

Shine

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Read and number. Listen and check.

3.17

2 Read and complete. 1

There’s a café next to the garden.

There’s a pond behind the trees.

There’s a playground behind the café.

There’s a city farm next to the playground.

Before the lesson, stick a few place flashcards up on the walls of the classroom. Ask pupils Excuse me, I want to go to the (park). Can you help me? Ask pupils to tell you how to ‘get’ there. Ask questions, e.g. Is it next to the (school)? and encourage pupils to answer to help you find it.

1 ●

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I can shine! 3 Ask and answer.

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Excuse me! Where’s the garden?

The is next to the garden .

Read and number. Listen and check. Tell pupils to look at the infographic and say what it shows (it has information about a place and shows us where things are). Ask What places are there? (a pond, a city farm, a playground and a café). Draw pupils’ attention to the sentences. Tell pupils to read the sentences and match with the four small pictures. Tell pupils they are going to hear two children talking about the map. Play the audio and have pupils check their answers. D

iagn ose

3.17

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

2 The is next to the playground. It’s behind the cafe.

3 The is behind the café.

I can give information.

My Everyday English Asking for and giving information; Where’s (the cafe)? It’s (next to) (the pond).

Starting the lesson

Asking for and giving information

Lesson 7

Build

G ro w Grow: Nurturing growth in society • Encourage a further sense of pupils’ social responsibility by exploring positive behaviours and respectful practices, such as asking for information politely and helping where you can. Ask pupils if they sometimes need to ask other people for information or help. • Write the lesson objective on the board: We’re learning to ask for and give information.

RECEPTIVE SKILLS TIP Teach pupils about the importance of context when reading or listening to something. Ask pupils where they might see or hear the sentences in Activity 1. Elicit that people ask Excuse me! Where’s…? when they are lost or when they don’t know where something is. People answer this question when they know where it is with There’s a (pond) (next to) the (café).

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

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3 2 Read and complete. ●

ACHIEVE The pupil can ask for and give directions using short, fixed expressions. ADJUST The pupil can say where places are with extra support and when a model is provided. ➔ Gradually reduce the support until the pupil is able to produce the target language unaided.

ANSWER KEY: 1 café, 2 (city) farm, 3 playground SUPPORT Review the prepositions of place behind and next to before the activity. STRETCH Ask pupils to change some of the words in the sentences to make true or false statements about the map in Activity 1, e.g. The café is behind the garden. (False).

FUTURE SKILLS: enquiry and imagination skills Have pupils find out about a country park or city farm in the area. They could visit the website or get leaflets from a local library or tourist office. Have pupils share the information they find in groups and discuss what places and facilities there are and where they are, e.g. The park has a playground for children. The café is next to the playground. FACILITATING SPEAKING IN CLASS Before doing Activity 3, discuss the importance of listening carefully to the person you are speaking to. When somebody asks you a question, you need to listen so you can then answer them. Do an example: tell pupils to look at the first speech bubble in Activity 3. Ask the question, but change it by asking Excuse me! Where’s the pond? See if pupils respond with the speech bubble from Activity 3 or if they notice the change. Point this out by eliciting the question you asked and then a response.

3 Ask and answer. ●

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Ask pupils to look at the photo. Then ask two pupils to read out the speech bubbles. Pupils use the pictures on the page to ask for and give simple directions. They can use the prepositions which they have learnt in Units 2 and 3: on / in / next to / behind, e.g. It’s in the garden / It’s behind the wall / It’s next to the house. Allow them to also say I don’t know or It’s here.

Assess

EXCEED The pupil can ask for and give directions spontaneously with improvisation.

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

Ending the lesson ●

Have all pupils except one close their eyes. This pupil hides a flashcard somewhere in the classroom. They ask Where’s the (pond)? and everybody opens their eyes. Pupils ask questions, e.g. Is it next to / behind the… ? until they find the flashcard.

Activity Book page 27 I can shine! Grow Helper: Pupils read the question and discuss their ideas in pairs. Elicit ideas from the class.

Read, circle and write. Then act out. Pupils complete the left speech bubble. Then they act out the dialogue with a partner.

Pupils colour the Grow checkpoint pebble. Extra time: Pupils tell each other about their favourite park and where it is.

Activity 1 a Child 1 Child 2 b Child 1 Child 2 c Child 1 Child 2 d Child 1 Child 2

Audioscript There’s a café next to the garden. That’s number 4. There’s a pond behind the trees. That’s number 1. There’s a playground behind the café. That’s number 3. There’s a city farm next to the playground. That’s number 2.

Speaking support

I can shine: Activity 3

Activity Book Practice

Ending the lesson

Learning path

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Grow

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I can shine!

Read the first signpost together. Ask pupils what information they need to find out to complete the sentence (which place is next to the garden). Tell them to look at the picture on the signpost to find out. Pupils read the sentences and use the pictures on the signs to help them complete the missing places.

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Lesson 8 – Review

Pupil’s Book page 40

Objectives • Lesson aim: to review the language from Unit 3 • Revised language: chicken, cow, donkey, goat, goose, horse, sheep, turkey; bush, fence, rock, wall; There’s a… behind / next to the… Where’s the…? It’s…

Shine: Time to shine! Shine • Encourage pupils to develop social skills by encouraging them to interact with their classmates and show genuine interest for what they have to say. Co-operative learning strategies such as Think, Pair, Share can help facilitate these skills, since they foster positive relationships and collaboration. • Write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit.

GSE • Receptive: Reading: Can understand basic sentences about where things, animals or people are. • Productive: Speaking: Can answer simple questions about where people or things are, using basic phrases. • Productive: Writing: Can write basic, single-clause sentences, given a model.

Materials • Flashcards; sticky notes

Starting the lesson

ap! e senses park m Let’s make a fiv Step 1

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Review

1 Look and write. goat

cow

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horse

chicken

goose

donkey

turkey

sheep

Step 1: Review

3 4

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6 7

7 8

2 Look, choose and complete. Then say. There’s a

3 Ask and answer.

behind the Where’s the goat?

. It’s behind the rock.

4 Think! What’s your favourite outdoor space near your house? I like

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 through reading and writing in Activity 1. Activity 2 helps review and personalise the story ideas and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and language of the Build spread and the writing in Activity 4 encourages a more personalised use of the target language.

1 Look and write. ●

. ●

i a g n o s e Before the lesson, write an animal on each sticky note so that there is one for each pupil (animals can be repeated). Stick each sticky note on a pupil’s back. Don’t allow them to look at the sticky note. Pupils stand up and show each other the words on their backs in groups. The other pupils give clues to help each pupil guess what animal they have, e.g. It’s got four legs. It’s brown. It eats grass. Monitor and check pupils’ use of the target language.

Unit review Unit objectives review

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Ask pupils to look at the words in the wordpool and elicit how to pronounce each one. Ask pupils to look at the picture and elicit that it is a farm. Have pupils point out and name the animals they see in pairs. Have pupils find each number in the picture and write the correct words in the spaces provided. ANSWER KEY: 1 donkey, 2 chicken, 3 horse, 4 cow, 5 goose, 6 turkey, 7 goat, 8 sheep

Starting the lesson

Learning path

Review: Activity 1

Extra activity

Review: Activity 2

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3 SUPPORT Display the animal flashcards and match with the word cards with the help of the pupils, eliciting where to place each one. STRETCH Have pupils cover the wordpool while the do the activity, then uncover and check their answers.

Activity Book pages 28–29

ANSWER KEY: Across: 2 horse, 5 sheep, 6 cow, 7 turkey, 8 donkey Down: 1 goose, 3 chicken, 4 goat

Extra activity Ask further questions about the picture to elicit where the animals are, e.g. Where’s the cow? (It’s behind the bush).

2 Look, choose and complete. Then say. ●

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ANSWER KEY: A chicken. You can hear ‘cluck’.

Draw pupils’ attention to the two speech bubbles and read the example together. Have pupils look at the picture in Activity 1 and find the goat. Pupils take turns in pairs to choose an animal in the picture and ask and answer about where it is.

Stick and colour. Then play the game. Pupils cut out the corners from each page in their Activity Book, stick them in the corner spaces and colour the pictures. In pairs, they make statements and say whether their animals are the same or different, e.g. It’s a goat. It’s on a farm. It’s white. / It’s a goat. It’s in a garden. It’s blue.

Read. Then think and write. Pupils complete the graphic organiser with two- and four-legged animals.

Pupils colour the corner picture. Ask pupils to look at the Progress Chart for Unit 3 and tick the things they can now do.

4 Think! What’s your favourite outdoor space near ●

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Look at Activity 2. Play True or False with a friend. Pupils make true or false statements about the picture. Their partner says whether they are true or false.

Extra time: Pupils read the clues and answer the question.

3 Ask and answer.

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Look and read. Then circle. Pupils look at the picture and read the sentences. They circle the tick if the sentence is correct or the cross if it is incorrect.

ANSWER KEY: 1 ✓, 2 ✗, 3 ✓, 4 ✗

Read the sentence together. Tell pupils to choose an animal from the picture and complete the sentence. Pupils say their sentence to their partner, who finds the animal in the picture. FUTURE SKILLS: critical and reflective thinking skills Choose three vocabulary words and write in a numbered list on the board, e.g. 1 goose, 2 cow, 3 chicken. Tell pupils that these are the answers to some questions. However, we don’t know what the questions are. In pairs, pupils work together to think of a question that can be answered by each one, e.g. Which animal is white and has got two legs? Which animal is behind the bush? Which animal is small and lays eggs? To scaffold the questions, write the prompt Which animal…? on the board.

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Look and write. Pupils look at the clues and complete the crossword.

Shine

your house? Brainstorm some outdoor spaces, e.g. park, playground, field, forest, garden, etc. Pupils think about their favourite outdoor space and complete the sentence.

Home–school link: Pupils do this activity at home. They make a mask of one of the farm animals using paper plates or other recycled materials they find at home. Encourage them to bring their mask to show in class.

Fast finishers Pupils can draw a picture of their favourite outdoor space and label the features, e.g. trees, flowers, bushes.

Ending the lesson ●

Divide the class into groups. Choose a random page from the unit and give pupils the page number. Groups make a list of everything they can see on the page, including all vocabulary items, what colour they are and how many there are. Groups pair up and compare lists, checking to see if they have missed anything.

Review: Activity 3

Review: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s make a five senses park map!

Shine Shine: Time to shine! • Support respectful interactions and awareness of difference of opinion during collaborative work. Remind pupils that everybody is different and that all people’s ideas and opinions are valid. Encourage them to express positive reactions to their classmates’ ideas using phrases like That’s interesting! or I like that idea. • Write the lesson objective on the board: We’re going to make a map of a senses park.

Objectives • Lesson aim: to design a map of a five senses park • Revised language: There’s a… It’s…; hear, see, smell, taste, touch; animals; outdoor objects; behind, next to GSE • Receptive: Listening: Can identify common objects from descriptions, if spoken slowly and clearly. • Productive: Speaking: Can talk about familiar people and places using single words.

ma ine g

onder

Step 2

Build

Grow

Materials • Plain paper, colouring pencils

S hine

Starting the lesson ●

Create

5 What can you do in your park? Tick (✓) or cross (✗).

Pupil’s Book page 41

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Make a map of your park. Draw and write.

Divide pupils into groups and tell them to draw a table with five columns: see, hear, smell, taste, touch. They have five minutes to write down as many words as they can in each column. You could make this into a race by having pupils write down ten words in each column and seeing which group finishes first.

Step 2: Create ●

touch

smell

taste

hear

see

Describe your park. Look! There’s a turkey. It’s behind the flowers.

Time to shine! 8

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Share your map with the class. In my park I can smell flowers. Look! There’s a goose next to the bush.

Unit project A five senses park map

1 2 3 4

I explore nature.

This section revises Global Citizenship skills from the Build and Grow spreads like personalisation, creativity and collaboration. Activity 5 promotes personalisation and Activity 6 focuses on creativity. Activities 7 and 8 foster communication and collaboration skills as pupils describe their parks to each other before presenting to the class. 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:

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

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 6

Extra Activity

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al Citiz e ob

OptA Let’s be friends

5 What can you do in your park? Tick (✓) or cross (✗).

I share toys!

OptB

I celebrate all families!

I try different food!

I appreciate special clothes

al Citiz e ob

Ending the lesson

Let’s be friends

I share toys!

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I celebrate all families!

I play with friends!

I try different food!

al Citiz e ob

I appreciate special clothes

Ask pupils to look back through the unit and to write down three things that they learnt, two things they enjoyed doing and one thing they need to work on more.

Time to shine!

Assess

ACHIEVE The pupil can name farm animals and say what there is using There’s a… There isn’t a… with prompts. The pupil can ask about things and people using Where’s…? and answer as appropriate based on pictures.

Pupils work individually or in pairs to design a map of a five senses park. They can use the ideas in Activity 5 as inspiration and also think about other places a park might have, e.g. a pond or a café, and where things would be. They draw and label their picture.

ADJUST The pupil can name farm animals and say what there is and isn’t. The pupil can ask and answer about where things and people are, but with errors. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence.

Extra activity

EXCEED The pupil can name farm animals and say what there is and isn’t. The pupil can ask and answer about where things and people are without prompts. ➔ Work on the pupil’s intonation and pronunciation by modelling examples.

7 Describe your park.

Unit 3 review notes ●

Read the speech bubble and have pupils repeat chorally. Pupils describe their park and say what there is and isn’t. Pupils can also compare the similarities and differences between their parks in pairs.

Shine

I appreciate special clothes

I try different food!

I play with friends!

I celebrate all families!

Find an area in the school playground to make a small five senses garden or make it in a shallow flower pot or a tray. Pupils could use cut outs or toy animals to place in their gardens, and use modelling clay and small twigs and leaves to make bushes. You could include water features and have lentils, stones, sand or earth to make the main ground of the garden.

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I play with friends!

I share toys!

6 Make a map of your park. Draw and write.

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I appreciate special clothes

Let’s be friends

PROJECT TIP: digitalisation Pupils could also use nature sound effects from the internet or an app to provide birdsong, trickling water, etc. to their presentations.

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I try different food!

Lorem ipsum

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I play with friends!

Remind pupils of the Global Citizenship area of awareness of nature in the local environment and the importance of taking care of it as a community. Ask pupils how they can look after the parks in their area. Ask them to think about how they can keep outdoor areas tidy and safe for people and animals. n

Ask pupils to think about a five senses park like the one in Lesson 6. Discuss how the five senses can be used OptC in a park. Tell pupils to think about the colours of the different plants. Will they have flowers? Will there be grass or trees? Will there be animals? What things in a OptD park smell nice? How can they provide sounds in their park? Encourage them to think about water features, such as fountains, or musical objects, such as wind chimes. They can also think about different textures to touch, e.g. rough rocks. For taste, they could have fruit trees or vegetable patches. Pupils tick or cross each sense depending on whether or not they want to include it in their park.

Let’s be friends I share toys!

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I celebrate all families!

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

Time to shine! 8 ●

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Share your map with the class. A s ss se Tell pupils they are going to share their maps with the class. Read the example in the speech bubble together. Have each pupil or pair present their map to the class. You could play calming background music while they give their presentations. Encourage the other pupils to say what they like about each park.

Project: Activity 7

Time to shine: Activity 8

Activity Book Practice

Ending the lesson

Learning path

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s e i t i v i t c a w e n Let’s try es

Key learning outcom

onder

agine

Build

G ro w

Shine

in Unit 4, the pupils will:

Talk about familiar topics using 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

Design and create a club poster

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Unit overview Target vocabulary Actions: catch, climb, kick, ride, skate, skip, swim, swing Verbs with play: play a board game, play football, play tennis, play the guitar Music and instruments: drums, piano, recorder, violin

Target structures Can you…? Yes, I can. / No, I can’t. But I can… Can he/she…? Yes, he/she can. / No, he/she can’t.

Phonics Functional language

a (game, play), i (bike, ride)

Would you like to join my club? Yes, of course! / No, thanks.

Values Recycling and building I can…

Language stretch Try!

How can we all play together? Everyone has a talent. Understanding differences.

Competency focus Working together to solve a problem.

Key progress indicator chart GSE range for Level 2: 15–26 (stretch 29)

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 phrases to talk about familiar topics and situations, or express simple opinions or feelings.

Learners can ask simple questions about other people. (27)

Participate in common informational, academic or transactional exchanges using simple language and expressions.

Learners can talk about things they can or can’t do using a simple, fixed expression. (28)

Use simple language to talk about familiar objects and situations, or express basic opinions or feelings in short stretches of speech.

Learners can accept a simple invitation, using fixed expressions. (28)

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: spark curiosity ond er • Tell pupils this is a Wonder lesson. Have pupils explore other perspectives and points of view. Ask them to think about what the characters in the picture might be thinking or feeling. Say I wonder how (Tess) feels about (climbing)? What do you think? Does she like climbing? Elicit ideas from the class. • Write the lesson objective on the board: We’re learning words for actions.

Objectives • Lesson aim: to recognise and name actions • Target language: catch, climb, kick, ride, skate, skip, swim, swing • Recycled language: ball GSE • Receptive: Listening: Can understand what people say they can or can’t do from simple sentences spoken slowly and clearly. • Productive: Speaking: Can talk about things they can or can’t do using a simple, fixed expression.

Materials • Audio; Video; Flashcards

Starting the lesson: warm up

es Let’s try new activiti

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Lesson 1

Where are the children?

4.01

Big Picture: Where are the children?

Listen and explore. ●

climb

swim

What’s your favourite thing to do?

skip ●

swing 6

Tell me!

4.02

Listen, stick and say.

3 Trace and read. 4

ride

Ask pupils to look at the main picture D iagn ose and think about where the children are. Point to things they may know in the picture and ask questions to elicit what is happening in the scene, e.g. Where is Peanut? Who is with Clara? How many children can you see? Ask pupils to look at the music poster in the picture. Ask pupils if they know what it is. Ask What can you do with it? (play music). SUPPORT Point to the music poster in the picture and teach recorder. Ask pupils if they play the recorder. STRETCH Ask pupils what kind of activities the children are doing (sports). Then ask What other kinds of activities do people do? Point to the music poster and elicit ideas about other hobbies, such as playing a musical instrument or dancing. ANSWER KEY: They are outside doing sports at the Explorers Club.

I can skate.

Watch and listen.

Vocabulary Actions

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102

In Challenge pupils in groups to make a list troduc of the following: five animals with four legs, five animals that can’t fly, five things you can hear in the park, five actions you do every day. Then have groups compare their lists. e

4.01

Listen and explore.

Ask pupils to look at the main picture. Play the audio and have pupils point to the characters in the picture as they listen. Ask a follow-up question, e.g. How does Tess/Clara/Oscar feel?

Starting the lesson

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

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4 ●

FUTURE SKILLS: enquiry and imagination Ask which actions (if any) Clara might find difficult. Point out the adapted bike in the picture and discuss how it allows Clara to ride a bike even though she can’t use her legs. Have pupils choose another action from the picture and think about how they could adapt the activity so that Clara can take part. They could work in pairs or groups to design and draw a model of the adapted equipment and then present it to the class.

Ending the lesson

TEACHER TIME TO SHINE: Total Physical Response Doing actions and using the body can help pupils internalise new vocabulary. While teaching new vocabulary, encourage pupils to do an action to represent it, e.g. kicking a ball or skating.

Activity Book page 30

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t’

Pupils trace and read the target vocabulary on the page. Draw pupils’ attention to the speech bubble and read it together. Drill the sentence chorally, then say I can… and elicit various responses from the class, encouraging pupils to use the target vocabulary. In pairs, pupils take turns to name things they can do using the target structure I can… WONDER HELPER

Find and write. Then say. Pupils find the items in the Pupil’s Book. They then write and say the words.

ANSWER KEY: 1 turkey, 2 goose, 3 horse

Look and write. Pupils find the numbers in the picture and label the actions.

ANSWER KEY: 1 skip, 2 ride, 3 climb, 4 catch, 5 kick, 6 skate, 7 swim, 8 swing

ANSWER KEY: Hands: catch, climb, ride, skip, swim, swing Feet: climb, kick, ride, skate, skip, swim

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s Revie

Wonder Helper: Pupils classify the actions according to whether you do them with your hands or your feet. Some use both.

Read Tess’ question in the speech bubble. Ask pupils to think about which of the actions in the picture is their favourite. If pupils don’t enjoy sports activities, allow them to say other activities, e.g. reading, drawing, singing or dancing.

●

Play a miming game to review the target vocabulary. Invite a pupil to the front and show them a flashcard. The pupil mimes the action and the class guesses what it is.

●

3 Trace and read. ●

Watch and listen. Tell pupils that they are going to watch a video about activities. Ask them which actions they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions.

Extra time: Pupils say the words in alphabetical order. ANSWER KEY: catch, climb, kick, ride, skate, skip, swim, swing

Activity 1 Clara Basil Tess Stella Tess Oscar

Extra activity Have pupils think about in which ball sports you can kick and/or catch a ball, e.g. in football you can kick a ball, in basketball you can catch a ball. Pupils could complete a Venn diagram with Kick / Kick and catch / Catch as headings.

Audioscript

This is great! Look, I can ride this bike! Yes, you can! I can’t climb. Yes, you can! Try again! Okay… I can swing! Wheeee!

Activity 2

1 climb 2 swing

3 swim 4 skip

5 catch 6 ride

7 kick 8 skate

Practice: Activity 3

Wonder Helper

Our World video: Activity 4

Extra activity

Activity Book Practice

Learning path

Ending the lesson

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Wonder

●

Listen, stick and say.

4.02

103 2/23/21 11:08 AM

Lesson 2 – Song and structures

Pupil’s Book page 43 W Wonder: spark curiosity ond er • Engage pupils with the unit theme by introducing the concept of ability and the importance of trying new things. Ask pupils to remember how the children felt about doing the activities, e.g. How does Tess feel when she starts climbing? Elicit that the children feel unsure because it’s the first time they are doing these activities, but after they try them, they feel good because they’ve managed to do something new. • Write the lesson objective on the board: We’re learning to ask and answer about what we can do.

Objectives • Lesson aim: to ask and answer about ability • Target language: Can you (skip)? Yes, I can. / No, I can’t. But I can (swim). • Recycled language: I can… GSE • Receptive: Listening: Can understand what people say they can or can’t do from simple sentences spoken slowly and clearly. • Productive: Speaking: Can talk about things they can or can’t do using a simple, fixed expression. Can express ability or lack of ability in relation to basic everyday actions.

nd er

ma ine g

Build

4.03

Sing and act.

S On

Shine

Grow

Lesson 2

Materials • Audio; Flashcards

2 1

4.05

●

Listen and tick (✓) or cross (✗). Say. 2

AW4_2c

Give pupils 30 seconds to look at the quest poster. They must try to remember as many details as they can about the picture. After 30 seconds, cover or remove the poster and have pupils write as many details as they can in pairs, e.g. Peanut is climbing.

1 ●

Can you ride a bike? No, I can’t. Can you catch a ball? No, I can’t. Can you skate? No, I can’t. Can you climb a wall? No, I can’t. Can you swing and swim? No, I can’t. Can you kick a ball? No, I can’t. Try! Try! Try! (x2) Yes, I can!

catch

●

Can you ride a bike, can you catch a ball? Can you skate, can you climb a wall? Can you swing and swim, can you kick a ball? No, I can’t! No, I can’t. (x2) Try! Try! Try! (x2)

Starting the lesson

4.03 Sing and act. Display the flashcards from Lesson 1 on the board. Play the audio and ask pupils if they heard any of the actions. Play the song again and have pupils join in. Elicit actions for the song by having the pupils choose and demonstrate what to do. When pupils are confident, play the karaoke version (audio track 4.04) and have them sing along and do the actions.

2 ●

Can you swim? Yes, I can. / No, I can’t.

kick

●

I can shine! 3

Ask and answer. Can you skip?

skate

No, I can’t. But I can swim!

I can name physical activities. Song and structures Can you (skip)? No, I can’t. But I can (swim).

104

4.05

Listen and tick (✓) or cross (✗). Say.

Draw the pupils’ attention to the four D iagn ose pictures and elicit the key vocabulary. Play the audio and have pupils tick or cross the pictures. Read the question and two answers in the box and drill chorally. Then divide the class into two and have half the class repeat the question and the other half repeat the answers. Switch roles so that everyone gets to practise both question and answers. ANSWER KEY: 1 ✓, 2 ✓, 3 ✗, 4 ✗

Starting the lesson

Learning path

Song

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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3 Ask and answer. ●

●

Model the activity by asking a few pupils Can you (swim)? eliciting the names of the actions using the flashcards. Elicit a Yes or No response from various pupils. Pupils work in pairs to ask and answer questions using the actions from the main picture. Monitor and help.

Assess

I can shine!

ACHIEVE The pupil can ask and answer questions about ability. ADJUST The pupil can understand questions about ability and give a Yes or No answer. ➔ Write the short answer forms on the board and drill chorally. EXCEED The pupil can ask and answer questions about ability without prompting, responding with short answers.

●

Ending the lesson ●

Ask pupils to choose their top three favourite actions from Lesson 1 and to rank them in order. Then have pupils stand up and mingle. They should try to find somebody who has the same top three as them by asking questions, e.g. What’s number one?

Activity Book page 31

4.06

Listen and circle. Pupils listen to the audio and circle the correct picture.

ANSWER KEY: 1 b, 2 a, 3 a

Write. Then follow and circle. Pupils complete the questions, then follow the lines to find out whether the answer is Yes or No.

ANSWER KEY: 1 climb, No, I can’t. 2 swim, Yes, I can. 3 skate, No, I can’t. 4 Can you ride, Yes, I can.

I can shine!

Guess the words. Then ask and answer. Pupils unscramble the letters to form words. They then ask each other questions using the words in pairs.

ANSWER KEY: swing, climb, skate

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

Extra activity Discuss the message of the song, which is that with effort and practice, many of us can achieve things we didn’t know we could. Ask pupils why it’s important to keep trying when we find something difficult. Encourage them to talk about their own experiences with things like learning to ride a bike or roller skate.

Fast finishers In pairs, tell pupils to think of a list of challenges that they will ask their classmates to do, e.g. count from 20 backwards in English, jump 50 times, name ten animals, etc. They try to do the challenges, then ask each other questions, e.g. Can you count from 20 backwards? Yes, I can.

Extra time: Pupils think about which action they can do best and share with their partner. Pupils colour the Wonder checkpoint pebble.

Activity 1

Audioscript

Can you ride a bike, can you catch a ball? Can you skate, can you climb a wall? Can you swing and swim, can you kick a ball? No, I can’t! No, I can’t. No, I can’t! No, I can’t. Try! Try! Try! Try! Try! Try! [Repeat all] Yes, I can!

Activity 2 1 Adult Boy 2 Adult Girl 3 Adult Boy 4 Adult Girl

Can you ride a bike? Yes, I can! Can you skate? Yes, I can! Can you climb? No, I can’t! Can you swim? No, I can’t!

I can shine: Activity 3

Extra activity

Activity Book Practice

Ending the lesson

Learning path

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Wonder

SUPPORT Write the question and two answer options on the board. Draw a large tick next to Yes, I can and a large cross next to No, I can’t. Pause the audio after each question and have pupils point to the tick or the cross before writing the answer in their books. STRETCH Have pupils pretend they are one of the characters and ask and answer further questions in pairs, e.g. Pupil A: Oscar, can you swing? Pupil B: Yes, I can.

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Lesson 3 – Story

Pupil’s Book page 44 Im Imagine: fostering imagination agine • Tell pupils this is an Imagine lesson. Encourage pupils to be imaginative and creative in story lessons. • Write the lesson objective on the board: We’re listening to and reading a story about trying new activities.

Objectives • Lesson aim: to read and understand a story about trying new activities • Recycled language: Can you…? Yes, I can / No, I can’t; climb, swim, swing • Receptive language: Hooray! Well done! Great (climbing)! GSE • Receptive: Reading: Can get the gist of a very simple illustrated story. • Productive: Speaking: Can act out parts of a picture story using simple actions and words.

onder

agine

Build

Materials • Audio; Video; Story cards; Flashcards

Shine

Grow

Lesson 3

1 Look at the story. Who can swim? Tick (✓). Tess

Oscar

Clara

I can climb!

●

Basil

Listen or watch.

4.07

Explorers Club

Hm...I can swing...

Go Tess! You can do it!

No, Oscar. You can’t. Let me try.

I’ve got Peanut!

Well done, Tess. !

Hooray! She can climb!

Can you climb, Tess?

●

Oh, no, I can’t …

●

Look at you! Can you swim, Clara?

I can shine! 3 Read. Then write T (True) or F (False). 1 Oscar can swing. He helps Peanut. Oh, no! Look at Peanut!

2 Tess can climb. She helps Peanut. Let’s imagine!

Yes, I can!

What does Oscar want to do?

Story value A story about trying new activities

3 Clara can swim. She helps Peanut.

4 Act out. I can understand a story about different activities. Story language Can you (climb)? No, I can’t. / Yes, I can.

Starting the lesson ●

Review animals and the action verbs by asking pupils to think about which animals can or can’t climb. For example, goats can climb and they like to be high up, especially mountain goats. Some goats climb up into the branches of trees. Cats can climb trees, but dogs can’t. Lions can climb trees and sleep in their branches.

1 ●

Look at the story. Who can swim? Tick (✓). A s ss se Draw pupil’s attention to the question and have them look at the pictures in the story to find out and tick the answer.

ANSWER KEY: Clara RECEPTIVE SKILLS TIP Before listening to the story and with books closed, have pupils predict the answers to one or more questions, e.g. Which actions do you think are in the story? Who is climbing? The first time they listen or read, pupils check their ideas.

106

4.07

Listen or watch.

Tell pupils they are going to listen to a story about the children at the Explorers Club. The children are doing some of the activities from Lesson 1. Have pupils remember what actions the characters were doing in the main picture. Play the audio or the video and have the pupils follow the story in their books. Play the audio or video again and pause after each line for pupils to repeat. Encourage them to copy the characters’ pronunciation and intonation. SUPPORT Before listening to the story, give pupils time to look carefully at the pictures. Discuss in L1 what they think is happening in each frame. STRETCH After listening to the story, ask pupils why Stella says You can do it! to Tess. Elicit that giving encouragement can help us do something by helping us feel more confident. IMAGINE HELPER Read Clara’s question in the speech bubble. Elicit that Oscar wants to help Peanut. Extend by eliciting that his idea is to swing very high in order to reach Peanut. Point out that Tess says No, Oscar. You can’t and ask pupils why she says this. Point out the dangers of swinging high and how it could end in disaster for both Oscar and Peanut. Use the discussion to highlight how we can explore different possible solutions to a problem and then choose the best one.

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

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4 3 Read. Then write T (True) or F (False). ●

ANSWER KEY: 1 F, 2 T, 3 F

Assess

I can shine!

Look and read. Then write. Pupils look at the pictures and read the questions and sentences from the story. Then they complete with the correct words.

Look and write. Pupils write the action verbs under the pictures.

ANSWER KEY: 1 swing, 2 skate, 3 climb

I can shine!

Think and write. Then mime and guess with a friend. Pupils write one thing they can or can’t do. They then mime for their partner to guess.

Extra time: Pupils choose their favourite frame from the story and share with their partner. Pupils colour the Imagine checkpoint pebble.

●

ANSWER KEY: 1 climb, 2 swim, 3 swing

FUTURE SKILLS: enquiry and imagination Encourage pupils to think of a different ending to the story. After reading / listening to the story, tell pupils to imagine that Tess can’t reach Peanut. Who else might be able to come to Peanut’s rescue? Pupils draw a picture of their new ending.

●

Activity Book page 32

Imagine

Pupils read the sentences and decide whether they are true or false. Allow them to look back at the story to check.

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

Activity 2 1 Stella Tess 2 Basil Clara 3 Oscar 4 Oscar Tess 5 Tess Clara 6 Tess Oscar 7 Clara Basil Stella

Audioscript

Can you climb, Tess? Oh, no, I can’t… Look at you! Can you swim, Clara? Yes, I can! Oh, no! Look at Peanut! Hm… I can swing… No, Oscar. You can’t. Let me try. I can climb! Go Tess! You can do it! I’ve got Peanut! Hooray! She can climb! Amazing! Well done, Tess! Great climbing!

Story extension Ask pupils to act out the new version of the story with the different ending they came up with. Then have pupils discuss which version they liked best.

Ending the lesson ●

In pairs, pupils take turns to make statements about what they think each character can or can’t do, e.g. Pupil A: Peanut can climb. Pupil B: Peanut can’t swim. Pupil A: Peanut can’t talk.

Imagine Helper

I can shine: Activities 3 and 4

Story extension

Activity Book Practice

Ending the lesson

Learning path

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107 2/23/21 11:08 AM

Lesson 4 – Vocabulary and structures Objectives • Lesson aim: to talk about activities you can play • Target language: Can (he) play (tennis)? Yes, (he) can / No, (he) can’t; play a board game, play football, play tennis, play the guitar. • Recycled language: kick

Pupil’s Book page 46 Build: building confidence Build • Build confidence through the development of a growth mindset. Elicit that Peanut isn’t very good at football, but if he practises he might get better. Teach pupils I can’t… yet. This helps them recognise activities they can’t do now, but fosters a growth mindset through allowing them to imagine a future where they will be able to do these activities. • Write the lesson objective on the board: We’re learning words for fun activities.

GSE • Receptive: Listening: Can understand a few simple phrases related to familiar, everyday activities. • Productive: Writing: Can answer simple questions in writing about people or things using basic words or phrases.

Materials • Audio; Flashcards

Starting the lesson ●

Lesson 4

4.08

Listen and find.

4.09

Listen and number. Say.

play tennis play football

●

Make true or false statements about the story and have pupils stand up if they are true and remain seated if they are false, e.g. Tess can climb / Clara can’t swim / Oscar can catch Peanut. D i a g n o s e Display the flashcards of the actions from Lesson 1 and elicit the words. Then ask pupils to say who from their class can do each action, e.g. (Mia) can (skate).

play a board game

play the guitar 3

4.10

Listen, read and say.

●

Can he play tennis? Yes, he can. / No, he can’t.

C h a ntCan she play tennis? Yes, she can!

●

Can he play football? No, he can’t! But he can play the guitar. Yes, he can!

●

My friend

●

Can he / she play football?

Can he / she play a board game?

. ,

Vocabulary and structures Activities with play; Can (he) play (tennis)? Yes, (he) can./No, (he) can’t.

Listen and find.

Look at the picture together and elicit that the children are playing games or sports. Use the flashcards and word cards to present the new vocabulary. Hold up each card and say the expressions using play for pupils to repeat. Play the audio. Ask pupils to point to the people in the picture while they listen. Check pupils are pointing to the correct people.

4 Ask and answer. Complete. Then say.

4.08

4.09

Listen and number. Say.

Play the audio. Ask pupils to listen and write numbers 1–4 next to the correct pictures. Play the audio again, pausing after each line for pupils to repeat the words. Pupils trace the target vocabulary and say each phrase. Then hold up the flashcards again and elicit each new phrase. Encourage pupils to say play (the guitar). ANSWER KEY: 1 play the guitar, 2 play a board game, 3 play tennis, 4 play football SUPPORT Have pupils match the flashcards with the word cards and stick on the board before doing the activity. STRETCH Have pupils think about which of the activities they do and tell their partner, e.g. I play football.

108

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Build Helper

Practice: Activity 3

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FUTURE SKILLS: critical and reflective thinking skills Ask pupils to look at the picture again and find Peanut. Ask Why do you think he can’t play football? Put pupils in pairs and ask them to think of different reasons why Peanut isn’t very good at football (yet).

Ending the lesson ●

Play a miming game. Pupils choose one of the activities from this lesson or Lesson 1 (make sure they don’t choose kick as it could be misinterpreted as play football) and act it out for the other pupils to guess.

Activity Book page 33

Look and write. Pupils write the activities.

ANSWER KEY: 1 tennis, 2 football, 3 the guitar, 4 a board game

Number. Then circle and write. Pupils look at the picture, write the number and circle he or she in each question. They then write the answer.

ANSWER KEY: 3, she, No, she can’t; 2, he, Yes, he can; 4, she, No, she can’t; 1, he, Yes, he can

BUILD HELPER Point to Oscar the Build Helper and have pupils find him in the picture in Activity 1. Then have pupils read the question and answers in the box. Then ask similar questions about the characters in Activity 1, e.g. Can he play tennis? (pointing to Basil) and elicit the answers.

Extra time: Pupils read the question and share their answer with their partner.

Activity 1 3 ● ●

●

4.10

Listen, read and say.

Play the audio and ask pupils to listen and read. Play the audio again, pausing after each line for pupils to repeat. Divide the class into two groups. Have one group chant the questions and the other group chant the answers. Then switch and repeat.

Extra activity Stick the flashcards of Basil, Stella, Tess, Oscar and Clara on the board. Make up a new chant together by pointing to the character flashcards and asking a question in the chant rhythm, e.g. (pointing to Stella) Can she play the guitar? Pupils: Yes, she can!

4 Ask and answer. Complete. Then say. ●

●

Tell pupils that they are going to ask their friend questions about the activities they can and can’t do. Draw their attention to the pictures and elicit the phrases, writing these on the board in a row. Then do an example with one pupil as a model: (Sandra), can you play (football)? and elicit a response. Draw a tick or cross next to the word on the board as appropriate. Pupils ask and answer questions about the four activities in pairs and complete the table with ticks and crosses. When they have finished, they read the two questions at the bottom of the page and write answers according to the information in their table.

Audioscript

Stella Everyone is trying something new today. Clara Look at Tess. Can she play football? Stella Yes, she can! And look at Peanut! Can he play football? Clara Haha! No, he can’t! Look at Oscar! Can he play tennis? Stella Yes, he can! But Basil… Can he play tennis? Clara Oh, no, he can’t. Basil Clara, can Stella play that guitar? Clara Stella, can you try? Stella Well, I can try something new, too. Basil I’m tired. Can we play a board game? Clara Yes, good idea.

Activity 2

1 play the guitar 2 play a board game

3 play tennis 4 play football

Activity 3 Oscar

Let’s go everybody, listen to me! Can she play tennis? Girl Yes, she can! Oscar Can he play football? Girl No, he can’t! [x2] But he can play the guitar. Oh, yes, he can! Oscar Let’s go everybody, chant with me! Children Can she play tennis? Yes, she can! Can he play football? No, he can’t! [x2] But he can play the guitar. Oh, yes, he can!

Presentation: Grammar

Extra activity

Practice: Activity 4

Activity Book Practice

Ending the lesson

Learning path

M06_RS_TB2_5966_M06.indd 109

Build

RECEPTIVE SKILLS TIP Support pupils’ ability to identify key information in a listening text by pointing out that they need to listen for a question and then pay close attention to what comes next, as it will likely answer the question. Play the audio and pause after Clara asks Can she play football? Tell pupils to listen for the answer and play the next line. Repeat with other questions from the activity.

109 2/23/21 11:08 AM

Lesson 5 – Communication

Pupil’s Book page 47

Objectives • Lesson aim: to talk about what people can do. To use the sounds a and i • Speaking function: to describe people’s abilities • New language: fly • Recycled language: Can he/she (play tennis)? Yes, (he) can / No, (she) can’t; catch, climb, kick, play, ride, skate; football, guitar, tennis

Build: building confidence Build • Build confidence by encouraging pupils to see how they are building upon what they learnt in Lesson 4 to now create longer sentences and dialogues. Have them notice how the answer in Activity 2 (No, he can’t) is followed by a new phrase: but he can skate! • Write the lesson objective on the board: We’re learning to talk about what people can do.

GSE • Receptive: Listening: Can understand what people say they can or can’t do from simple sentences spoken slowly and clearly. • Productive: Speaking: Can talk about things they can or can’t do using a simple, fixed expression.

ma ine g

onder

Shine

Grow

Build

Lesson 5

4.11

Materials • Audio; colouring pencils, scissors, glue

Starting the lesson ●

Listen and tick (✓) or cross (✗). Say.

b ●

Look and play. Add one more.

4.12

Listen, write and say.

My sounds

Can he play tennis?

No, he can’t but he can skate!

●

She can’t ride a bike but she can play a game!

I can shine!

4.11

Listen and tick (✓) or cross (✗). Say.

Draw pupils’ attention to the pictures. Tell pupils that the children are auditioning for a talent show and are showing the judges what they can do. Point to the boy in Picture 1 and elicit the names of the two activities. Have pupils predict which activity the boy can do. Repeat for the other two children. Play the audio. Have pupils check their predictions and tick the activities the children can do. ANSWER KEY: 1 a ✗, b ✓, 2 a ✓, b ✓, 3 a ✗, b ✓

Cut out, write and play.

2 Look and play. Add one more.

Can you skip? ●

Yes, I can! Can he skip?

No, he can’t but he can climb!

I can ask and answer about what others can do. Communication Talking about what people can do; sounds a and i.

110

Play the telephone game. Have pupils stand or sit in a circle. Whisper a sentence, e.g. Stella can’t play football to the pupil closest to you. That pupil passes the sentence to the next pupil by whispering quietly. When the sentence reaches the last pupil, they say it out loud. How similar or different is it from the original?

●

Look at the first speech bubble together. Have pupils look at their answers for the first boy in Activity 1 and give their answer before reading the other speech bubble to check. Point out that because the answer is No, the next part starts with but. Elicit or teach the meaning of but. In pairs, one pupil chooses a child from Activity 1 and asks a question. The other pupil answers the question. To make this more challenging, have pupils close their books and do from memory.

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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4 Ending the lesson

●

4 Cut out, write and play. ●

●

Have pupils think of one thing their superhero doll from Activity 4 can do and one they can’t do. Then have pupils line up and tell you their two sentences before they leave the classroom as an ‘exit pass’.

Activity Book page 34

4.13

Listen and tick (✓) or cross (✗). Play the audio. Pupils listen and tick or cross the activities, depending on whether or not the child can do them.

ANSWER KEY: Ann – ride a bike ✗, swim ✓; Bill – play football ✓, climb ✗

4.14

Listen and repeat. Then match. Play the audio. Pupils listen, repeat the word and draw lines to match each word with its vowel sound.

ANSWER KEY: /eɪ/: play, day /aɪ/: climb, bike

Tell pupils that they are going to make superhero dolls. Ask pupils if the they want to make a boy or girl doll and give them the cut-out worksheet. Pupils colour and cut out their doll. Pupils must cut out both the front and back of their doll, then stick them together. Make sure pupils don’t colour the text box on the back. On the back of the doll, pupils write a name for their doll and circle the abilities they want it to have. Read the speech bubbles together, having two pupils act out the dialogue. Pupils act out a roleplay using their dolls. Monitor and check pupils are forming questions and answers correctly.

Assess

I can shine!

ACHIEVE The pupil can ask and answer questions about people’s abilities. ADJUST The pupil can ask and answer questions about people’s abilities with scaffolding. ➔ Support pupils with extra practice using model questions. Use colour coding for each part of the sentence: Can she fly? Yes, she can / No, she can’t.

EXCEED The pupil can ask and answer questions about people’s abilities and extend the conversation using linkers.

●

I can shine!

Think and write. Then ask and answer. Pupils complete the superhero profile with their own ideas. They then ask and answer questions about their superheroes in pairs, e.g. What’s his/her name? Can he/she (fly)?

Pupils colour the Build checkpoint pebble.

Activity 1 1 Child 1 Child 2 Child 1 Child 2 Child 1 Child 2 2 Adult 1 Adult 2 Adult 1 Adult 2 Adult 1 3 Adult 1 Adult 2 Adult 1 Adult 2 Adult 1 Adult 2

Audioscript This is Eric. Can he play tennis? No, he can’t. Can he skate? Yes, he can! Oh, good! This is Gina. Can she kick? Can she play football? Yes, she can! Can she catch a ball? Yes, she can! This is Paul. Can he climb? No, he can’t. Can he play the guitar? Yes, he can! Oh, great!

Activity 3

/aɪ/ /aɪ/ /aɪ/ ride /aɪ/ /aɪ/ /aɪ/ bike /eɪ/ /eɪ/ /eɪ/ game /eɪ/ /eɪ/ /eɪ/ play She can’t ride a bike, but she can play a game!

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

Phonics practice

I can shine: Activity 4

Activity Book Practice

Ending the lesson

Learning path

M06_RS_TB2_5966_M06.indd 111

Build

4.12 My sounds Listen, write and say. Have pupils look at the picture and say what they see. Drill the key sounds i – i – ride. Ask What can’t she ride? (a bike). Then drill a – a – play. Ask What can she play? (a game). Play the audio. Ask pupils to listen, point to the things in the picture and repeat the sounds. Have pupils trace the letters on the page as they say each sound. Play the audio again and have pupils repeat each line. Then try to elicit more words that contain each vowel sound, e.g. my, fly, day. Make sure that pupils understand that they should focus on the vowel sound, not the letter, which can have a different sound in some words. SUPPORT Write further examples of words containing the key sounds on the board and drill each word. Then have pupils classify them into two categories. STRETCH Have pupils find their own words with each sound and make a poster.

3 ●

111 2/23/21 11:08 AM

Lesson 6 – Global Citizenship

Pupil’s Book page 48

I try different food!

Materials al Citiz al Citiz e e ob ob • Audio; Video; Flashcards; music (both calm and lively pieces) n

GSE • Receptive: Listening: Can recognise familiar key words and phrasesbain basic Citiz l Citiz of objects, l Citshort, al Citiz a(e.g. aldescriptions ize e e e ob ob ob o people or animals), if spoken slowly and clearly. OptA • Productive: Speaking: Can talk about things they can Let’s be I share I celebrate all I play with friends families! friends! or can’t do using a simple, toys! fixed expression.

Grow: Nurturing growth in society G ro w • Promote Global Citizenship by encouraging pupils’ awareness of the role of music in society and on a personal level. Focus on the idea of community and how different instruments make beautiful music when they are combined in an orchestra. At the end of the lesson, ask them to think about how music can help people. • Write the lesson objective on the board: We’re learning words to talk about music. Gl

Objectives • Lesson aim: to explore musical instruments and their sounds • Cross-curricular connection: Music • Global Citizenship theme: Exploring the importance of music • Target language: drums, piano, recorder, violin • Recycled language: Can you play…?; the guitar

I appreciate special clothes

Starting the lesson ●

OptB Lesson 6

4.15

I know how to enjoy music.

Let’s be friends I share toys!

Listen, look and find.

I celebrate all families!

4.16

Lorem ipsum

●

drums

Let’s be friends

I share toys!

I celebrate all families!

Play some music as pupils enter the classroom. Ideally, this Iwill be some soft, relaxing classical appreciate special clothes music or opera. Have the pupils sit down in their places quietly and just listen to the music. Ask What does the music make you think of? How does it make you feel? You could have pupils draw pictures of their ideas.

I try different food!

Listen and number.

violin

OptC

I play with friends!

I try different food!

4.15

Listen, look and find. I appreciate special clothes

D i a g n o s e Ask pupils to look at the pictures and say what they see, e.g. I can see children playing / She can music. Ask pupils what Citiz almusic al Citiplay ze e ob ob musical instruments they can name. ● Play the audio and present the vocabulary I try different I appreciate food! flashcards special for clothes pupils to repeat each word. Then hold up each card for them to say the word and find it in the pictures on the page.

Let’s be friends

I share toys!

I celebrate all families!

recorder

I play with friends!

3 Read and tick (✓).

How do we play?

●

piano drums Think and share!

recorder

What’s your favourite musical instrument? Can you play it?

violin guitar

4 48

112

Watch and listen.

4.16

piano

OptD

al Citiz e ob

●

Listen and number.

Play the audio. Pupils listen and number the instruments. Play the last part again: Amazing! We listen together. We play together! Ask pupils if they think it’s easy or difficult to play together. Elicit that everyone needs to keep to the same time for the music to sound good. This means they must listen to each other and concentrate hard to make sure they don’t lose their place. ANSWER KEY: 1 violin, 2 recorder, 3 piano, 4 drums

Global Citizenship Musical instruments

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

Practice: Activity 3

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4 RECEPTIVE SKILLS TIP Before the first listen, assign one of the four words to each pupil. Make sure each pupil knows which word they have. Tell pupils to stand up when they hear their word. This will help them discriminate the key words from the rest of the text. Then ask pupils what other words they heard.

●

Read and tick (✓). Review parts of the body with the class with instructions, e.g. Point to your mouth / Touch your feet / Clap your hands. Draw pupils’ attention to the table. Tell pupils to think about what parts of the body we use to play musical instruments. Look at the first instrument (piano) together and elicit what part of the body you use to play it. Pupils complete the table. Then have them compare answers in pairs. SUPPORT Display the flashcards and word cards as support. Encourage pupils to imagine they are playing each instrument, miming the action to help them think about which parts of the body are used. STRETCH Have pupils tell each other which parts of the body are used as they compare their tables, e.g. You play the piano with your hands. They can also name more specific parts of the body, e.g. fingers. As

Extra activity Have pupils research other musical instruments. They can bring in pictures or videos and discuss which parts of the body are required to play them.

4 ●

Pupils talk about their favourite instruments and whether or not they can play any in small groups.

sess

ANSWER KEY: piano: hands, drums: hands, recorder: hands and mouth, violin: hands, guitar: hands

●

Read Basil’s question as a class. Ask pupils to think about the different sounds musical instruments produce. You could play some examples or have pupils find their own examples. Ask pupils what they like or don’t like about the sounds.

Grow

3 ●

GROW HELPER

Watch and listen. Tell pupils that they are going to watch the video again. Play the video and have pupils notice which activities can be done together with friends. Have them say how they feel when they help each other as part of a team. FUTURE SKILLS: critical and reflective thinking skills Link the lesson with the CLIL subject of music and encourage critical thinking by having pupils classify the instruments by type: percussion, wind, string. Encourage pupils to think about how the sound is made, e.g. with percussion instruments by hitting or pressing, with wind instruments by blowing air into them, with strings by plucking to make them vibrate.

Background information (Culture and CLIL) Bring in some pictures of people interacting with music in different ways, e.g. sitting and listening, dancing, figure skating, singing. Display the pictures and ask pupils questions to help scaffold the discussion, e.g. How does music help these people? How can music make us feel? Encourage pupils to use English for the words they know.

Ending the lesson ●

Play some music, but make sure it’s a livelier piece this time. Tell pupils that they can dance or walk to the music or pretend to play an instrument, but when the music stops they have to freeze. Pause the music and show a flashcard from the unit to one of the pupils who was still moving. They must name the flashcard correctly or they are out.

Activity Book page 35

Write and number. Then say. Pupils look at the photos of the instruments and write the words. They then match with the mimed images.

ANSWER KEY: 1 recorder, c, 2 violin, a, 3 piano, d, 4 drums, b

Activity 1 1 a violin

2 drums

3 a piano

Audioscript

4 a recorder

Activity 2 Man Children 1 Man 2 Man 3 Man 4 Man

ANSWER KEY: percussion: piano, drums, wind: recorder, string: violin, guitar

Okay… Are you ready, children? Yes! Good! Let’s play music! First… the violin! Now… the recorder! Good try! Well done! Now… the piano! It’s your turn! Great! Well done! And now… the drum! Great! All together now! Amazing! We listen together. We play together!

Extra activity

Our World video: Activity 4

Grow Helper

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 plan how to spend free time • Functional language: Would you like to join my club? Yes, of course! I’d like to join your club. / No, thanks. I’d like to join a (dance) club. • Text type: an invitation • Recycled language: play board games, football, tennis; drums, guitar, piano, recorder, violin GSE • Receptive: Reading: Can understand basic information about people’s likes and dislikes, if supported by pictures. • Productive: Writing: Can complete a simple form with basic personal details. • Productive: Speaking: Can make, accept and decline a simple invitation using fixed expressions.

onder

ma ine g

4.17

Shine

Grow

Materials • Audio; Flashcards

Starting the lesson ●

Accepting or declining an invitation

Lesson 7

Build

Grow: Nurturing growth in society G ro w • Encourage a further sense of pupils’ social responsibility by fostering a celebration of differences among them. Encourage pupils to identify similarities and differences between themselves and others with regards to their preferred hobbies and activities. Discuss how it’s important to acknowledge other people’s preferences and decline invitations politely. • Write the lesson objective on the board: We’re learning to invite people to do fun activities.

2 Who’s joining the club?

Read. Then listen and complete.

Read and tick (✓).

After-school club

I’d like to join a tennis club.

Ben

Join my club on after school! At the club, you can • play the guitar

TEACHER TIME TO SHINE: Table Time As opposed to Circle Time, Table Times gives pupils the chance to work individually, or in pairs or groups. It’s a good way of giving pupils something to do as soon as they enter the classroom. This could be a short drawing or writing activity such as the one above, or you could put a few books, toys or games on the pupils’ desks, or around the classroom. Materials such as flashcards and matching card games can be a great way to review language from previous lessons.

I’d like to join a music club.

Jack

• play tennis • play board games Would you like to join my club?

I’d like to join a football club.

Teo

Yes / No

I can shine! 3 Read and complete.

Would you like to join my club?

4 Ask and answer.

Join my club! Name:

1 .

●

I’d like to play: tennis / football / drums the recorder / board games I can come on: Mon Tues Wed Thurs Fri

Write on the board Do you go to any after-school clubs? Have pupils write or draw a picture on a slip of paper. Then take in the slips of paper and read them out, or have a pupil read them out for you. Encourage pupils to find out if anybody goes to a similar club to them.

No, thanks. I’d like to join a dance club. Yes, of course! I’d like to join your club.

I can accept or politely decline an invitation.

●

My Everyday English Would you like to join my club? Yes, (of course)!/No, (thanks).

●

4.17

Read. Then listen and complete.

D i a g n o s e Tell pupils that there’s an after-school club where children can do different activities. Draw their attention to the form and give them one or two minutes to read it. Elicit what information is missing. Tell pupils they are going to listen to two children talking about the club. Play the audio and have pupils fill in the form. Play the audio again for them to check their answers. They then circle Yes or No for them.

ANSWER KEY: Monday, ✗, ✓, ✗, pupils’ own answers

114

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Practice: Activity 3

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4 2 Who’s joining the club? Read and tick (✓). ●

ACHIEVE The pupil can invite a friend to do something and respond to an invitation using short, fixed expressions.

ANSWER KEY: Ben

ADJUST The pupil can invite a friend to do something and respond to an invitation with extra support and when a model is provided.

RECEPTIVE SKILLS TIP Before reading, have pupils look at the format of the form. Point out that it’s easy to find information we need in a form like this by looking at the layout. We can quickly look to see which ideas have a tick.

EXCEED The pupil can invite a friend to do something and respond to an invitation using short, fixed expressions spontaneously and without prompting.

3 Read and complete. ●

●

Tell pupils that a group of children have started a new after-school club. They want children to join the club. To do so, children need to fill in a form saying what kinds of activities they like doing. Ask pupils to read the form and find out what information is missing. Check comprehension by pointing to each part of the form and eliciting what they have to do. Pupils complete the form with their own ideas. SUPPORT Go through each part of the form with the class and have them complete it step by step. Write the days of the week on the board for more support. STRETCH Have pupils complete the form individually and then compare with a partner. FACILITATING SPEAKING IN CLASS It can be a good idea to provide pupils with functional language that they might need during a speaking activity. This can include strategies for clarification, e.g. Sorry, can you repeat that please? Can you say that again? and strategies to gain thinking time, e.g. Let me think, I’m not sure.

4 Ask and answer. ●

●

Ask pupils to look at the photo. Elicit that the children are inviting each other to join them at their clubs. Then ask three pupils to read out the speech bubbles. Point out that it’s nice to give a reason when we give a negative answer. Pupils take turns to invite each other to their club. They can ask each other questions to find out more about the club, e.g. Can I play football? before responding.

Assess

●

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

Ending the lesson ●

●

Write the prompt Would you like to…? on the board. Have pupils think of other things they can invite their friends to do, e.g. go to their birthday party or go to their house for dinner. Write these in a column next to the prompt. Have pupils choose an idea and go round the class inviting each other.

Activity Book page 35 Grow Helper: Pupils think of activities they can play on their own, with a friend or with a group of friends and discuss in pairs or small groups.

I can shine!

Read, write and circle. Then act out. Pupils complete the invitation by writing the name of a friend and two activities. They then complete the speech bubble and act out inviting their friend to join their club in pairs.

Extra time: Pupils talk about their favourite club in pairs. Pupils colour the Grow checkpoint pebble.

Activity 1 Boy 1

Boy 2 Boy 1 Boy 2 Boy 1 Girl Boy 1

Audioscript

Hi! Would you like to join my club? It’s great! It’s on Monday. Hi! Hmm… I want to play tennis. Can I play tennis at your club? Yes, you can. Oh, great! I’d like to join your club. And you? Would you like to join my club? No, thanks. I’d like to join a music club. No problem! See you on Monday!

I can shine: Activity 4

Speaking support

Activity Book Practice

Ending the lesson

Learning path

M06_RS_TB2_5966_M06.indd 115

Grow

●

I can shine!

Tell pupils to look at the photos of the three children. Read the speech bubbles as a class. Ask pupils to underline the activity in each speech bubble and compare this information with the form in Activity 1. They tick who’s going to join the club.

115 2/23/21 11:08 AM

Lesson 8 – Review

Pupil’s Book page 50

Objectives • Lesson aim: to review the language from Unit 4 • Revised language: catch, climb, kick, ride, skate, skip, swim, swing; Can (you)…? Yes, (I) can / No, (I) can’t. But… GSE • Receptive: Reading: Can demonstrate understanding of a word by matching it to a picture. • Productive: Speaking: Can ask simple questions about other people. Can express very basic contrast using but, given a model. • Productive: Writing: Can link letters to sounds when writing basic words.

Shine: Time to shine! Shine • Encourage pupils to develop social and communication skills through co-operative learning strategies. Do an Inside–Outside circle activity to generate ideas and review target vocabulary. • Write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit. Materials • Flashcards

Starting the lesson

Let’s plan a club Step 1

●

Review

1 Find and write. ride

skip

2 Look, think and tick (✓) for you.

swing

climb

skate

kick

catch

Step 1: Review

swim

●

1 2

3 4 5 6 7

●

8 Can he play the guitar?

3 Ask and answer.

4 What can you do best? Write. I can

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 through reading and writing in Activity 1. Activity 2 helps review and personalise the story ideas and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and language of the Build spread. The question in Activity 4 encourages pupils to think about the Global Citizenship theme.

1 Find and write.

4 6

D i a g n o s e With books closed, give pairs two minutes to remember ten words from the unit and write them in a list. Then have them compare their lists with another pair and see if they can add any more words to their lists.

●

No, he can’t. But he can play board games.

●

Ask pupils to look at the picture and name the things they can see. Ask pupils to look at the words in the wordpool. Elicit how to pronounce each word and have pupils find the action in the picture. Have pupils find each number in the picture and write the correct words in the spaces provided. ANSWER KEY: 1 climb, 2 skip, 3 swing, 4 kick, 5 swim, 6 catch, 7 skate, 8 ride

Unit review Unit objectives review

SUPPORT Read out each word in turn and have pupils find the action in the picture and notice what number it is. They then copy the word onto the label. Repeat for each word in turn. STRETCH Have pupils do the activity with the words in the wordpool covered.

116

Starting the lesson

Learning path

Review: Activity 1

Review: Activity 2

Review: Activity 3

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4 2 Look, think and tick (✓) for you. ●

Fast finishers Have pupils ask and answer in pairs about the other activities in the main picture in Activity 1. FUTURE SKILLS: critical and reflective thinking skills Tell pupils that they are playing football in the park. There is a lake near them. Then somebody kicks the ball too hard and it ends up in the water. How can they get it out? In groups, pupils think of different ways of getting the ball back safely. They can use the verbs from the page (swing, climb, catch, swim…). Encourage them to think of all sorts of ideas and then decide which ones are the best/safest.

●

Find and circle. Then write. Pupils find and circle the words in the word search then write them in the spaces.

ANSWER KEY: 1 climb, 2 swim, 3 skate, 4 kick, 5 swing, 6 ride a bike, 7 catch, 8 skip

Draw pupils’ attention to the speech bubbles and have two pupils read them out. Ask pupils to find the person they are talking about in the picture. Pupils take turns in pairs to ask questions about the children in the picture. Monitor and check pupils are using the correct forms for questions and short answers. Encourage them to provide further information after negative answers with but…

4 What can you do best? Write. ●

Activity Book pages 36–37

3 Ask and answer. ●

Ending the lesson ●

Look and tick (✓) or cross (✗) for you. Then say. Pupils tick and cross the activities they can and can’t do, then compare with a partner.

Ask and answer. Then circle and write. Pupils ask each other Can you…? questions in pairs. They then circle the correct pronoun and complete.

Extra time: Pupils read the clues and think about what it is. They then look back at the main picture in Lesson 1 of their Pupil’s Book to check. ANSWER KEY: recorder

Tell pupils to think about the things they are good at. Allow them to choose anything they want and provide the necessary language by writing key words on the board. Pupils can then share their sentences with a partner if they wish to.

Stick and colour. Then play the game. Pupils cut out the corners from each page in their Activity Book, stick them in the spaces and colour the pictures. In pairs, pupils play using a coin (heads move one space, tails move two spaces). When they land on the triangle, their partner asks Can you…? Pupils answer the questions their partner asks.

Read. Then think and write. Pupils complete the graphic organiser with their own ideas.

Extra activity Discuss with the class how it isn’t always a good idea to tell everybody how good you are at something or to point out that you are better than others. Discuss how some people can have negative feelings when they see that they are not as good at something as someone else. Elicit that the best thing to do is to encourage someone to keep working hard and practising, and to ask for help when needed.

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 can do this activity at home. They make a simple board game with ten squares. They can draw pictures or write words or questions in the squares.

Fast finishers Have pupils make diplomas for each other to celebrate their progress. On the diploma, they can write specific achievements from the unit, e.g. Pedro can name eight actions and four musical instruments. Well done!

Review: Activity 4

Extra activity

Activity Book Practice

Ending the lesson

Learning path

M06_RS_TB2_5966_M06.indd 117

Shine

●

Ask Can you (swim)? and elicit answers from several pupils, encouraging them to answer Yes, I can / No, I can’t. Pupils tick the activities they can do.

117 2/23/21 11:08 AM

Lesson 9 – Project: Let’s plan a club!

Pupil’s Book page 51

Objectives • Lesson aim: to design an after-school club • Revised language: You can…, Can I…?; catch, climb, kick, ride, skate, skip, swim, swing; play a board game, play football, play tennis; play the drums, play the guitar, play the piano, play the recorder, play the violin; Join my club!

Shine: Time to shine! Shine • Provide support for the independent elements of project work such as choosing ideas and drawing pictures by making sure pupils know exactly what they have to do at each stage. Encourage pupils to ask each other for help and support during the planning stages if they get stuck for ideas. Point out that sometimes two heads are better than one. • Write the lesson objective on the board: We’re going to make a poster for a club.

GSE • Receptive: Listening: Can understand what people say they can or can’t do from simple sentences spoken slowly and clearly. • Productive: Speaking: Can make, accept and decline a simple invitation using fixed expressions.

onder

Step 2

ma ine g

Build

Grow

Materials • Plain paper, coloured pens or pencils

S hine

Starting the lesson ●

Create

5 Plan your club. Tick (✓).

Create a poster for your club. Draw and write.

Learn how to

Put pupils in groups and give them a large piece of paper and some coloured pens. Tell pupils to brainstorm all the different activities that they can remember from the unit and to write them on the paper. They can write anywhere on the paper using different colours; they don’t have to write a list. This will help review and consolidate all the target vocabulary from the unit.

: Step 2: Create ●

Invite friends to join your club. Would you like to join my club?

Time to shine! 8

●

Share your club poster with the class.

Can you skate?

No, I can’t but I can swing. I’d like to join your club.

I can try new activities.

118

1 2 3 4

4 Unit project Planning a club.

This section revises Global Citizenship skills from the Build and Grow spreads like personalisation, creativity and collaboration. Activity 5 focuses on personalisation and Activity 6 promotes creativity. Activities 7 and 8 foster collaboration and communication skills as pupils invite each other to join their clubs before presenting their posters to the class. 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:

●

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

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 6

Project: Activity 7

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4 5 Plan your club. Tick (✓).

Ending the lesson

●

Time to shine!

6 Create a poster for your club. Draw and write.

●

ADJUST The pupil can ask and answer about what they can do. The pupil can ask and answer about what others can do, but with errors. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence.

Fast finishers Pupils who finish quickly can add Saturday and Sunday to their poster and think of some weekend activities.

7 Invite friends to join your club. Read the speech bubble together and elicit that it is an invitation. Pupils get into groups and invite each other to their club, saying what activities they can do there. Encourage pupils to add more activities to their posters if they find out that an activity is popular with their classmates.

●

Assess

ACHIEVE With prompts, the pupil can ask and answer about what they can do using Can you…? Yes, I can / No, I can’t. The pupil can ask and answer about what others can / can’t do using Can he/ she…? Yes, he/she can… / No, he/she can’t…

Tell pupils that they need to think about which activity children can do at their club each day. They should have at least five different activities. Pupils write the days of the week on the poster and draw pictures of the activities they can do each day.

●

Ask pupils to look back through the unit to find something they would like to do again. This could be a song/chant, an activity or a game. Hold a vote to find out which activity is the most popular and then have pupils do it again.

Shine

Remind pupils of the Explorers Club. Ask What activities can the children do there? and elicit ideas. Tell pupils that they are going to create their own club where children can try out new activities. They have to choose which activities they would like children to try. Pupils choose one or more activities and tick the relevant pictures. Point out that they can also choose other activities for their club.

●

EXCEED The pupil can ask and answer about what they can do. The pupil can ask and answer about what others can do without prompts. The pupil helps other pupils with target language during pair/ group work tasks. ➔ Work on the pupil’s intonation and pronunciation by modelling examples.

Time to shine! 8

Share your club poster with the class. Tell pupils they are going to share their poster with the class. Read the example on the page. Say that the class can ask questions about each club. The presenter should be ready to answer any questions they may have. Have pupils present their poster and answer questions about it. If you have a big class or less confident pupils, have them present to smaller groups. Finally, have pupils decide which club they would like to join.

I play with friends!

I try different food!

al Citiz e ob

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

al Citiz e ob

OptB

al Citiz e ob

I celebrate all families!

I share toys!

Let’s be friends

Unit 4 review notes ●

PROJECT TIP: digitalisation If you have the facilities, have pupils make a video inviting classmates to join their club.

al Citiz e ob

OptA

●

sess

●

I appreciate special clothes

Remind pupils of the Global Citizenship area of inclusion. Explain that their club is like a small community where people can enjoy spending time and doing activities together. Elicit ideas about why it’s important to include everyone when you’re playing a 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 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

Time to shine: Activity 8

Activity Book Practice

Ending the lesson

Learning path

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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

Review

GSE • Receptive: Listening: Can understand what people say they can or can’t do from simple sentences spoken slowly and clearly. • Receptive: Reading: Can understand simple sentences, given prompts. • Productive: Speaking: Can talk about things they can or can’t do using a simple, fixed expression. • Productive: Writing: Can use an apostrophe when writing contractions.

4.18

2 All about me

Listen and number.

Min 4 a

Materials • Audio; Flashcards

There’s a goose. Where?

Look and point. Then say.

3 Read, match and write.

Starting the lesson ●

Have pupils write on a Graffiti Wall. Put a large sheet of paper on the wall and have groups take turns to write any words and phrases they can remember from Units 3 and 4. While the other groups are waiting, allow them to look back through their books to help them remember more words.

1 ●

●

4.18

Ask pupils to look at the main picture. Play the audio and have pupils point to the animals in the picture as they listen. Play the audio again and tell pupils to number the items in the picture in order. SUPPORT Before listening, use the flashcards to review the target vocabulary. STRETCH Before listening, ask pupils to make statements about the picture using There’s… Then play the audio and have them compare their statements with those in the audio.

●

Tell pupils that they are going to talk about where the animals in the picture are. Do an example as a model, using the speech bubbles. Point to the goose in the picture and say There’s a goose. Elicit the question Where? from the class and then choose a pupil to answer. Pupils choose animals in the picture and talk about where they are. Ask pupils to look at the first question and match with a picture. Ask Can you roller skate? and elicit the answer according to the picture (No, I can’t). Pupils match the questions with the pictures. They then write the answer for each one. ANSWER KEY: 1 b, No, I can’t. 2 a, Yes, I can. 3 c, Yes, I can.

120

Can you climb the wall?

Can you ride a bike?

Yes, I can. No, I can’t. a

Review 2 Units 3 and 4

4 Draw and write. Listen to your friend

and draw. Pupils draw a picture of a farm in box a, by drawing two animals in a field. They complete the sentences about their farm. In pairs, pupils take turns to describe their farms. The other pupil draws their partner’s farm in box b from the description, e.g. There are two cows. There isn’t a turkey. Pupils compare their pictures to see if they are similar.

Time to shine! 5 Read and tick (✓). ●

3 Read, match and write. ●

Can you roller skate?

2 Look and point. Then say.

●

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.

6 Vote. Say and sing. ●

Tell pupils to look back through the unit at the two songs. They should choose their favourite song and write in their books. As they are looking, tell pupils to look back at the words they have learnt in the two units.

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

M07_RS_TB2_5966_M07.indd 120

List and

The

Listen and number.

ANSWER KEY: 1 horse, 2 goat, 3 sheep, 4 donkey, 5 chicken, 6 goose

●

It’s behind the wall.

2/23/21 11:10 AM

The

Review

Time to shine! 5

●

Read and tick (✓).

1 I can read and write farm animal words and actions.

Mini-project

2 I can talk about farm animals and actions.

Draw and write.

There’s a

. .

Read and write. Pupils read the sentences and write the words.

ANSWER KEY: 1 skate, 2 cow, 3 swing, 4 play, 5 donkey, 6 goat, 7 swim, 8 goose, rock

4 I can accept and politely decline an invitation.

There isn’t a

Divide the class into two teams. Choose a page from Unit 3 or 4. Teams write down all the vocabulary items they can see on the page, what colour they are and how many of them there are. Encourage them to look closely and spot the details in the backgrounds of pictures, especially if the page is the main picture or a story lesson.

Activity Book pages 38–39

3 I can invite friends to a club.

Listen to your friend and draw.

Ending the lesson

Vote. Say and sing.

4.19

Listen and number. Then ask and answer. Pupils listen and number the pictures. They then take turns to point to a picture and act out the situation.

My favourite song is

ANSWER KEY: 4, 3, 1, 2 My favourite new word is

3 Review 2

Guess the words. Then write. Pupils unscramble the words. They then complete the sentences with the words they found.

ANSWER KEY: 1 hear, 2 ride, 3 play, 4 see ●

●

Pupils write down their favourite word from Units 3 and 4. Allow pupils to write down more than one word if they wish to. Hold a vote to find out which song is the pupils’ favourite. Play the audio for the song and encourage everyone to join in.

Extra activity Ask pupils to find things they can hear in Units 3 and 4, e.g. animals or musical instruments. Pupils might also include the names of the characters. You can extend this activity by asking if they can smell those things, too. For example, you can smell a horse, but you can’t smell a piano. This will be an open discussion with no firmly correct or incorrect answers. POSSIBLE ANSWERS: All or any of these: chicken, cow, donkey, goat, goose, horse, sheep, turkey, a river, drums, guitar, recorder, piano, violin

Draw and write. Then ask and answer. Pupils draw a picture of the things they can see and do at the Explorers Club. They then complete the sentence and share with a partner.

EXAMPLE ANSWER: You can play tennis and skate.

Time to shine!

Read, write and colour. Pupils complete the I can… statements with the number of new words they can read and write. They then colour the stamps in their Explorers Club passports.

Activity 1 1 2 3 4 5 6

Tess Oscar Tess Oscar Tess Oscar

Audioscript Look! There’s a horse! There’s a goat. There’s a sheep. There’s a donkey. There’s a chicken. There’s a goose.

Activity 5

Activity 6

Extra Activity

Activity Book Practice

Ending the lesson

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121 2/23/21 11:10 AM

d o o f r u o e r a h s ’s Let 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

Create a food truck bar poster

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Unit overview Target vocabulary Food: biscuit, burger, carrot, cereal, egg, fish, juice, orange Meal prep: cook, grow, make, wash Food ingredients: butter, flour, fruit, vegetables

Target structures What are you doing? I’m (cooking). Are you (making) (a salad)? Yes, I am. / No, I’m not.

Phonics Functional language What’s on the shopping list? I need carrots. Okay, let’s go shopping!

i (dish, fish), o (orange, pot)

Values Growing your own food; sharing with the community.

Recycling and building Do you like…? Yes, I do. / No, I don’t. What’s this/that?

Competency focus Encourage creativity and imagination; understand what our food is made from.

Language stretch What can we do?

Key progress indicator chart GSE range for Level 2: 15–26 (stretch 29)

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 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 follow simple dialogues in short, illustrated stories, if they can listen while reading. (26)

Identify and understand simple phrases and details within short texts.

Learners can write lists for specific purposes (e.g. shopping lists, gift lists) using memorised words, if supported by pictures. (28)

Identify and produce common features of familiar text types or genres and follow format conventions at the word or phrase level.

Learners can say what people are doing at the time of speaking, if supported by pictures or gestures. (30)

Use simple language to describe familiar situations, or express basic opinions or feelings in short stretches of speech.

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Lesson 1 – Vocabulary

Pupil’s Book page 54 W Wonder: spark curiosity ond er • Engage pupils with the unit theme by having them explore ideas about the unit through the title: Let’s share our food. Ask pupils what kind of language they think they will learn about. Make a mind map on a poster, adding the categories pupils suggest, e.g. fruit, snacks. As you progress through the unit, encourage pupils to add more words and phrases to the mind map. • Write the lesson objective on the board: We’re learning words to talk about food.

Objectives • Lesson aim: to recognise and name foods • Target language: biscuit, burger, carrot, cereal, egg, fish, juice, orange • Recycled language: There’s…; He’s / She’s got…; watch; tomato, banana; rock; table; long GSE • Receptive: Listening: Can identify common objects from descriptions if spoken slowly and clearly. • Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way.

Materials • Audio; Video; Flashcards; food

Starting the lesson: warm up

Let’s share our food

●

Lesson 1

juice

Where are the children?

5.01

Listen and explore.

carrot

biscuit

Big Picture: Where are the children?

cereal ●

In Review the food vocabulary from Level 1 troduc with the flashcards. Tell pupils you’re going to show them a picture very quickly. Hold the flashcards facing you. One by one, quickly ‘flash’ the card so that pupils see it only for one or two seconds before asking What’s this? e

orange ●

D i a g n o s e Ask pupils to look at the main picture and say where the children are. Point to things they may know in the picture and ask questions about the picture and what is going on, e.g. What food can you see? Where’s Peanut? What’s Stella doing? Point to the wheelbarrow and ask What’s in the wheelbarrow? What kind of food is it? Elicit that they are vegetables.

ANSWER KEY: They are at a food truck outside the Explorers Club.

1 ●

Tell me!

What’s your favourite vegetable?

124

5.02

Listen, stick and say.

3 Trace and read. 4

Watch and listen.

He’s got a carrot.

Vocabulary Food

5.01

Listen and explore.

Ask pupils to look at the main picture. Play the audio and have pupils point to the foods in the picture as they listen. Ask a follow-up question, e.g. Which foods do you eat? SUPPORT Before listening, use the flashcards to pre-teach the target vocabulary. STRETCH After listening, ask pupils to classify the food by colour. Encourage them to add more foods they know of the same colour.

Starting the lesson

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

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Ending the lesson Play a game. Have one pupil sit or stand with their back to the board. Stick one of the flashcards on the board. Then ask the other pupils to give clues about the food so that the pupil can guess what it is, e.g. It’s round / It’s yellow and white / It comes from a chicken.

●

● ●

●

Play the audio and have pupils point to the sticker space for each item in their books. Help pupils find the stickers in the back of their books. Play the audio again and have pupils put the stickers in the correct place. Encourage them to repeat the words as they do this.

Activity Book page 40 Le

●

Listen, stick and say.

5.02

t’

Find and write. Then say. Pupils find the items in the Pupil’s Book. They then write and say the words.

ANSWER KEY: 1 swing, 2 climb, 3 ride

3 Trace and read.

Pupils trace and read the target vocabulary on the page. Draw pupils’ attention to the speech bubble and read it together. Drill the sentence chorally, then ask what else we can say about the picture using He’s / She’s got… In pairs, pupils take turns to make more sentences about the picture.

Look and write. Pupils label the picture with the words from the wordpool.

ANSWER KEY: 1 egg, 2 juice, 3 orange, 4 biscuit, 5 cereal, 6 carrot, 7 fish, 8 burger Wonder Helper: Pupils decide which food is the odd one out. ANSWER KEY: juice – it’s liquid, whereas the others are all solid.

Read Tess’ question in the speech bubble. First, elicit some different vegetables and write them on the board. Then do as a Think, Pair, Share routine.

Extra time: Pupils say the words in alphabetical order. ANSWER KEY: biscuit, burger, carrot, cereal, egg, fish, juice, orange

Extra activity Tell pupils that we can grow some fruit and vegetables in a garden. Elicit ideas about what fruit and vegetables are grown locally. Discuss where pupils get their fruit and vegetables from, e.g. the supermarket or a farmer’s market. Open up the discussion to talk about processed versus unprocessed foods, e.g. the differences between homemade biscuits and shop-bought ones.

Activity 1

Watch and listen. Tell pupils that they are going to watch a video about food. Ask them what foods they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions.

Audioscript

Stella Look at all this food! I’ve got burgers, eggs and fish. I’ve got biscuits, cereal and juice, too! Tess Look at that carrot! It’s big! Oscar I like carrots! Clara That orange looks good! Nice and fresh! Oscar Yum, yum!

Activity 2

●

s Revie

ANSWER KEY: 1 juice, 2 burger, 3 carrot, 4 biscuit, 5 cereal, 6 fish, 7 orange, 8 egg

WONDER HELPER

●

1 juice 2 a burger

3 a carrot 4 a biscuit

5 cereal 6 fish

7 an orange 8 an egg

Practice: Activity 3

Wonder Helper

Extra activity

Our World video: Activity 4

Activity Book Practice

Learning path

Ending the lesson

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Wonder

FUTURE SKILLS: enquiry and imagination Elicit what colours the different vegetables are. Explain that we should eat a variety of different colour vegetables and other foods. Have pupils work in groups to find or draw pictures of different coloured food and make a food rainbow.

TEACHER TIME TO SHINE: using realia for multi-sensory learning Realia helps pupils make connections between what they are learning and the real world. Bring in some real examples of the foods and set up on a table. Let pupils explore the foods using their senses: they can smell or taste the foods, listen to what sounds they make, see what they look like and feel what they are like when they touch them.

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Lesson 2 – Song and structures

Pupil’s Book page 55 W Wonder: spark curiosity ond er • Encourage pupils to think about language they don’t yet know in English. Ask them to think of a food word they want to know how to say. Make a list and do an online image search for two or three foods each lesson. Pupils can choose their favourite new words and write them down. • Write the lesson objective on the board: We’re learning to talk about what we’re eating.

Objectives • Lesson aim: to ask and answer about what you are doing • Target language: What are you doing? I’m (eating) (an orange). • Recycled language: I like / don’t like… He’s / She’s got… GSE • Receptive: Listening: Can recognise familiar words and phrases in short, simple songs or chants. Can identify people in their immediate surroundings or in pictures from a short, simple description of where they are and what they are doing. • Productive: Speaking: Can say what people are doing at the time of speaking, if supported by pictures or gestures.

ma ine g

nd er

Build

5.03

Sing and act.

S On

●

What are you doing? I’m eating! Burgers, carrots, fish and eggs! (x2) What are you doing? I’m eating! Cereal, biscuits and oranges, too! (x2) What are you doing? I’m drinking orange juice! I’m drinking orange juice, and so are you!

fish 2

Starting the lesson

burger Lesson 2

Shine

Grow

Materials • Audio; Flashcards

5.05

●

Listen and tick (✓). Then say.

egg ●

What are you doing? I’m eating an orange. ●

I can shine! 3

Mime, ask and answer. What are you doing?

●

I’m eating a burger!

●

I can name food.

●

Song and structures What are you doing? I’m (eating).

Play a memory game round the class. One pupil starts with a sentence naming one food item, e.g. I like eggs. The next pupil says that item and one more. This continues around the class, with each pupil adding on one more item. They can also use I don’t like.

5.03

5.05

Sing and act. Display the flashcards on the board. Ask Do you eat or drink (burgers)? and elicit answers. Play the audio and have pupils point to the foods in the picture as they hear them. Play the song again and have pupils join in. Pupils can do actions demonstrating how they eat each kind of food, e.g. holding a burger with both hands and taking a big bite. When pupils are confident, play the karaoke version (audio track 5.04) and have them sing along and do the actions. Listen and tick (✓). Then say.

Elicit the names of the foods in the D iagn ose picture. Tell pupils that they’re going to hear a conversation between two children talking about what they’re eating and drinking. Play the audio and have pupils tick the foods the children eat and drink. Play the audio again and have pupils repeat each sentence. Read the question and answer in the box and drill chorally. ANSWER KEY: ✓: orange, juice, egg, fish

126

Starting the lesson

Learning path

Song

Presentation: Activity 1

Presentation: Grammar

Practice: Activity 2

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Extra activity Have pupils do a roleplay. In each pair, one pupil is Oscar and the other is another character. They act out the scene in the main picture, asking What are you eating? and responding.

●

Model the activity using the examples in the speech bubbles. Have a pupil come to the front and show them the burger flashcard. Tell them to mime eating that food. Ask What are you doing? Give pupils a few seconds to think and then say what food they think the pupil is eating. The pupil then reads out the second speech bubble. Point out that sometimes you need to prepare your food before you eat it. For example, you have to peel the shell from a boiled egg before you eat it. You have to check for bones before you eat a grilled fish. Thinking about this helps pupils become aware of their actions and encourages mindfulness. Pupils mime eating and drinking different foods and ask and answer as shown in the example. Monitor and help as necessary.

Assess

I can shine!

ACHIEVE The pupil can ask and answer about the food they are eating and drinking. ADJUST The pupil can say what food they are eating and drinking using single words and short phrases. ➔ Build up to the full question and answer forms gradually and drill chorally. EXCEED The pupil can ask and answer about the food they are eating and drinking without any support or prompting.

●

Have pupils write a new verse for the song using other foods they know, e.g. from Level 1 (strawberries, bananas, olives, tomatoes, cheese, chicken, bread, milk, pizza, ice cream, sandwiches, milkshake). They then perform their new verse in front of the class.

Activity Book page 41

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

Listen and number. Play the audio. Pupils listen and number the pictures. 5.06

ANSWER KEY: 2, 4, 1, 3

3 Mime, ask and answer. ●

Ending the lesson

Read, write and circle. Pupils unscramble the food and drink words. They then circle eating or drinking and complete the sentences.

ANSWER KEY: 1 drinking, juice, 2 eating, burger, 3 eating, fish

I can shine!

Choose and colour. Write for you. Then ask and answer. Pupils decide what they would like in their juice. They colour the fruit or vegetables and then complete the label on the carton and the sentence e.g. I’m drinking apple juice. Encourage them to make up unusual combinations, e.g. I’m drinking strawberry and carrot juice. They then ask and answer about their juices in pairs.

Pupils colour the Wonder checkpoint pebble. Extra time: Pupils write their favourite food and then tell a friend what they are eating.

Activity 1

Audioscript

Children What are you doing? Clara I’m eating! Yum, yum! Burgers, carrots, fish and eggs! [x2] Children What are you doing? Oscar I’m eating! Yum, yum! Cereal, biscuits and oranges, too! [x2] Children What are you doing? Tess I’m drinking orange juice! I’m drinking orange juice, and so are you!

Activity 2 Child 1 Child 2 Child 1 Child 2

What are you doing? I’m eating! I’m eating an orange, an egg and a fish! Oh, nice! What are you drinking? I’m drinking juice. It’s orange juice! I’m full now!

Extra Activity

I can shine: Activity 3

Activity Book Practice

Ending the lesson

Learning path

M08_RS_TB2_5966_M08.indd 127

Wonder

SUPPORT Copy the dialogue from the listening on to the board. Drill the dialogue with the class. Then do a disappearing dialogue, gradually erasing words from the dialogue and having pupils read it, completing the gaps. Each time, erase more words. You could do this as a whole class or have them do it in pairs. STRETCH Have pupils recreate the dialogue from the listening in pairs by asking and answering questions.

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Lesson 3 – Story

Pupil’s Book page 56 Im Imagine: fostering imagination agine • Tell pupils this is an Imagine lesson. Foster creativity by having pupils come up with new and interesting food combinations to create new recipes (see Future Skills box). • Write the lesson objective on the board: We’re listening to and reading a story about sharing food.

Objectives • Lesson aim: to read and understand a story about sharing food • Recycled language: pizza, garden; What are you doing? I’m (cooking). Where’s / Where are…? • Receptive language: tidy up, washing, making, growing; What a mess! GSE • Receptive: Reading: Can follow simple dialogues in short, illustrated stories, if they can listen while reading. • Productive: Speaking: Can draw simple conclusions about people in pictures (e.g. He’s happy), using a limited range of fixed expressions.

1 Look at the story. What is Oscar eating? Tick (✓). soup

5.07

a salad

a sandwich

onder

agine

Build

Are you washing salad leaves, Oscar?

Lesson 3

Materials • Audio; Video; Story cards; Flashcards

Shine

Grow

Stella, your food truck is fantastic!

a biscuit

Yes, I am.

●

Listen or watch.

Explorers Club

Thank you for your help. Clara, your soup is yummy!

What are you doing, Stella?

And where’s Basil?

Wait…Where are my carrots?

I can shine! Let’s imagine!

No, I’m not. I’m eating a biscuit.

Are you eating my salad, Oscar?

3 What’s in Clara’s soup? Tick (✓). a pizza and eggs

●

tomatoes and salad carrots and tomatoes

Let’s tidy up and cook!

4 Act out.

What can we do now? Can we help?

Oh, look! It’s Peanut!

How are the children helping Stella? How do you think they feel?

●

I can understand a story about preparing food.

Story value A story about sharing food

Story language What are you doing? I’m (cooking).

●

Starting the lesson ●

Play a guessing game with food items. Silently choose a food and have pupils ask questions to try to guess what it is. Write model questions on the board to help scaffold the activity, e.g. Is it brown? Is it a vegetable? Can you eat it (for breakfast)? FUTURE SKILLS: enquiry and imagination Stick all the food flashcards from this unit and Level 1 on the board. Tell pupils to think of a new, funny soup recipe or a sandwich recipe, e.g. an orange and chicken soup or a biscuit sandwich. They can combine as many ingredients as they wish. In pairs, they draw and label their funny recipe. Fast finishers can come up with an interesting and attractive name for their recipe.

128

sess

ANSWER KEY: a biscuit

Over here! I’m growing my vegetables!

It’s the fresh carrots and tomatoes from Basil’s garden!

Look at the story. What is Oscar eating? Tick (✓). Draw pupils’ attention to the four foods and check comprehension. Ask What is Oscar eating? and have pupils look at the pictures in the story to find out. As

5.07

Listen or watch.

Tell pupils they are going to listen to a story about the children at the food truck. Play the audio or the video and have the pupils follow the story in their books. Play the audio or video again and pause after each line for pupils to repeat. Encourage them to copy the characters’ pronunciation and intonation. If you have a large class, divide the class into four groups and assign each group a character with a speaking part. IMAGINE HELPER Read Clara’s questions in the speech bubble. Elicit what the problem is (the vegetables Stella needs to cook with have disappeared) and how the children help solve it (they help tidy up, wash the vegetables and cook). Elicit the importance of working together as a team to solve a problem and taking responsibility, even when you didn’t cause the problem. Discuss how the children might feel about helping and how they generally feel when they help people.

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

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5 3 What’s in Clara’s soup? Tick (✓). ●

Activity Book page 42

ANSWER KEY: carrots and tomatoes

ANSWER KEY: a eating 1, b growing 3, c washing 2

4 Act out. ●

Look and read. Then write and number. Check understanding of the three verbs. Pupils look at the pictures, read the questions and sentences and write the correct words from the wordpool. They then number the sentences in order.

Imagine

●

Read out the three sets of food and have pupils find them in the pictures before answering the question. Extend by having pupils say what types of soup they usually eat and what’s in them.

Have pupils act out the story in small groups. Give each group a set of story cards to help. Each pupil plays one character from the story, repeating their lines from the story as they hear them. Play the audio and pause after each frame. Once pupils are familiar with the lines, have them act it out without the audio, allowing them to improvise.

Assess

I can shine!

Find two words. Then write. Read the incomplete sentence in the middle of the plate and elicit what words could be missing. Point to the letters around the edge and have pupils find and write the two words.

ANSWER KEY: eggs, fish

I can shine!

ACHIEVE The pupil can read or say lines from the story without extra support.

Mime. Then ask and answer. Pupils take turns to mime eating a food for their partner to guess.

Pupils colour the Imagine checkpoint pebble. ADJUST The pupil can repeat lines from the story when prompted. ➔ Provide more support by building up the lines, pausing the audio after each short phrase. EXCEED The pupil can read or say lines from the story unprompted and can improvise.

●

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

Story extension Ask pupils what Peanut eats. Have them create a new salad dish for Peanut by drawing and labelling a picture.

Ending the lesson ●

Play a game with books closed. Read out one of the speech bubbles from the story. In groups, pupils have to try to remember who said the sentence or question. After reading out the speech bubble, give pupils a few seconds to think. Then hold a vote by asking each group to raise their hands if they think it was Stella, Oscar, Clara, Tess or Basil. Each group gets a point for a correct answer.

Extra time: Pupils choose their favourite frame from the story and share with their partner.

Activity 2 1 Tess Stella Oscar Stella Clara 2 Stella Tess Stella Oscar 3 Stella Oscar Clara 4 Clara Oscar Clara 5 Tess 6 Stella Clara Stella Basil

Audioscript

What are you doing, Stella? I’m cooking! What are you cooking? I’m cooking a pizza and eggs. And I’m making a salad! Pizza is my favourite food! Come and look at all the vegetables… Wait… Where are my carrots? Oh, no! What a mess. Where are my tomatoes? Are you eating my salad, Oscar? No, I’m not! I’m eating a biscuit. Oh, look! It’s Peanut! What can we do now? Can we help? Let’s tidy up and cook! Are you washing salad leaves, Oscar? Yes, I am. Are you making a salad? No, I’m making soup! Stella, your food truck is fantastic! Thank you for your help! Clara, your soup is yummy! It’s the fresh carrots and tomatoes from Basil’s garden! And where’s Basil? Over here! I’m growing my vegetables!

Imagine Helper

I can shine: Activities 3 and 4

Story extension

Activity Book Practice

Ending the lesson

Learning path

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Lesson 4 – Vocabulary and structures Objectives • Lesson aim: to ask and answer questions about actions related to food • Target language: Are you (cooking) (eggs)? Yes, I am / No, I’m not; cook, grow, make, wash • Recycled language: burger, carrot, egg, salad, sandwich, soup, tomato GSE • Receptive: Listening: Can understand simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures. • Productive: Writing: Can spell words in which letters of the alphabet combine to produce single sounds, e.g. sh, igh.

Pupil’s Book page 58 Build: building confidence Build • Build confidence by having pupils make a set of verb cards. Keep a large set of small rectangular blank cards in the classroom. Each time pupils come across a new verb, they take a blank card and write the verb on it. They can keep their verb cards in a small box, tin or envelope. They can play games with their verb cards, e.g. miming, memory, drawing games, etc. • Write the lesson objective on the board: We’re learning words to describe how to prepare food. Materials • Audio; Flashcards

Starting the lesson Lesson 4

5.08

●

Listen and find.

5.09

Listen and number. Say.

grow

cook

5.10

●

make

wash

●

Listen, read and say. Are you cooking? Yes, I am. / No, I’m not.

C h a nt

●

Are you cooking? Are you eating? Yes, I am. Yes, I am! Are you washing? Are you drinking? No, I’m not. No, I’m not!

4 Follow, read and complete. Ask and answer. ●

●

2 Are you tomatoes? 3 Are you a carrot? 4 Are you a sandwich?

Vocabulary and structures Verbs; Are you (cooking) (eggs)? Yes, I am. / No, I’m not.

5.08

Listen and find.

Use the flashcards and word cards to present the new vocabulary. Hold up each card and say the word for pupils to repeat. Look at the picture together and ask pupils what food they can see. Ask Are the children helping? and elicit details. Play the audio and ask pupils to point to the things they hear while they listen.

2 ●

1 Are you an egg?

D i a g n o s e Ask pupils to remember the story from the previous lesson. Ask them what actions the characters did. Then make false statements about the story by changing the names of the characters, e.g. Basil makes some soup and have pupils correct you.

5.09

Listen and number. Say.

Play the audio. Ask pupils to listen and write numbers 1–4 next to the correct pictures. Play the audio again, pausing after each line for pupils to repeat the words. Pupils trace the target vocabulary and say each word. Then hold up the flashcards again and elicit each new word. ANSWER KEY: 1 grow, 2 make, 3 wash, 4 cook FUTURE SKILLS: critical and reflective thinking skills Have pupils think about the four actions and in which order you need to do them when making a meal. ANSWER KEY: 1 grow, 2 wash, 3 make, 4 cook

130

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Build Helper

Practice: Activity 3

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5 Activity Book page 43

BUILD HELPER

Look and write. Pupils look at the pictures and write the verb each child is doing.

ANSWER KEY: 1 wash, 2 grow, 3 cook, 4 make

3 ● ●

●

5.10

Listen, read and say.

Play the audio and ask pupils to listen and read. Play the chant again, pausing after each line for pupils to repeat. Divide the class into two. Have half the class chant the questions and the other half chant the answers. Have them change roles and chant again.

●

Look. Then read and write. Pupils look at the picture and answer the questions from the characters’ point of view.

ANSWER KEY: 1 Yes, I am. 2 No, I’m not. 3 No, I’m not. 4 Yes, I am.

4 Follow, read and complete. Ask and answer. ●

Build

Point to Oscar the Build Helper and have pupils read the question. Ask pupils to find the person who answers Yes, I am in the picture (Stella).

Have pupils look at the pictures and say the verbs they show. Elicit the -ing form of each verb, e.g. washing. Pupils follow the lines to match the pictures with a question. Pupils read each question and think about which verb is in the picture. They complete each question with the verb in the correct form and then answer it. In pairs, pupils take turns to ask a question and point to a picture. The other pupil answers with Yes, I am or No, I’m not. Check answers with the class by having one pupil ask a question and another answer. ANSWER KEY: 1 cooking, 2 growing, 3 washing, 4 making SUPPORT Write the question stem Are you…? on the board. Display the word cards for the four verbs below the question. Then elicit the -ing form and write next to each word card. STRETCH Have pupils make combinations with the verbs and foods. For example, tell pupils that you can’t make a tomato, but you can grow one. Pupils make a list of collocations, e.g. make… a sandwich, soup, a pizza.

Extra time: Pupils play a game in pairs. They mime an action. Encourage them to use language from this lesson e.g. making a cake, cooking burgers, or other activities they know, e.g. playing the guitar, swimming, etc. Their partner guesses by asking Are you swimming? They then answer Yes, I am or No, I’m not. Then switch roles.

Activity 1

Audioscript

Stella I’m cooking burgers! Clara Great. Are you growing tomatoes, Basil? Basil No, I’m not. I’m growing carrots! Are you washing carrots, Clara? Clara No, I’m not! I’m making soup! Basil Are you making a salad, Oscar? Oscar No, I’m not. I’m washing tomatoes! Basil Mmm. I like sandwiches with fresh tomatoes!

Activity 2

1 grow 2 make

3 wash

4 cook

Activity 3 Oscar

Let’s go everybody, listen to me! Are you cooking? Are you eating? Clara Yes, I am. Yes, I am! Oscar Are you washing? Are you drinking? Clara No, I’m not. No, I’m not! Oscar Let’s go everybody, chant with me! Children Are you cooking? Are you eating? Yes, I am. Yes, I am! Are you washing? Are you drinking? No, I’m not. No, I’m not!

Fast finishers Pupils can draw a picture of themselves eating and drinking several foods. They hide their picture from their partner and ask each other questions, e.g. Are you drinking milk? Yes, I am / No, I’m not.

Ending the lesson ●

Play a miming game using the verbs in Activity 1 and the food word cards. One pupil comes to the front. Show them a word card for an action and one for a food. They mime the action and the other pupils guess.

Presentation: Grammar

Practice: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 5 – Communication

Pupil’s Book page 59

Objectives • Lesson aim: to ask about what someone is doing. To use the sounds i and o • Speaking function: to ask and answer about what someone is doing • New language: dish, pot • Recycled language: Are you…? Yes, I am / No, I’m not; apple, burger, egg, fish, ice cream, juice, orange, pizza, salad, tomato; cook, grow, make, wash

Build: building confidence Build • Build autonomy by encouraging pupils to use the language they have learnt by themselves. In pairs, ask pupils to write their own mini-dialogues after Activity 2 (see Extra activity). Give them a checklist of criteria you want them to include and allow for lots of choice. • Write the lesson objective on the board: We’re learning to talk about what people are doing.

GSE • Receptive: Listening: Can understand what people say they can or can’t do from simple sentences spoken slowly and clearly. • Productive: Speaking: Can talk about activities that are happening at the time of speaking.

onder

ma ine g

Grow

Build

Shine

Lesson 5

5.11

●

Choose, mime and play. Add one more.

I’m washing tomatoes!

Are you making a salad?

5.12

●

Yes, I am!

I can shine!

Listen, write and say.

My sounds

Are you cooking?

●

Cut out, make and play.

An orange in a pot. A fish on a dish!

●

Communication Asking about what someone is doing; sounds i and o.

Listen and tick (✓). Say.

Draw pupils’ attention to the three pairs of pictures and elicit the food they see in each one. Tell pupils they are going to listen to people having conversations about food they are preparing. Play the audio and ask pupils to tick the correct picture in each conversation.

2 Choose, mime and play. Add one more. ●

I can talk about what I’m doing now.

5.11

ANSWER KEY: 1 first picture, 2 first picture, 3 second picture

No, I’m not. I’m washing the carrots. I’m making a salad.

m not.

Play a game with the class. Choose an action and mime it. While you do it, say what you are doing, but change either the verb or the noun. For example, mime washing your hands and say I’m washing my hair or I’m clapping my hands. Pupils have to listen carefully and correct you. Encourage them to say No, teacher! You’re washing your hands!

What are you doing?

132

Starting the lesson

Listen and tick (✓). Say.

Materials • Audio; scissors, glue

Point to the first speech bubble and elicit the question chorally. Mime washing tomatoes and say I’m washing tomatoes. Then draw pupils’ attention to the second question and elicit that you need to wash tomatoes when you make a salad. Pupils take turns to choose a food to cook and mime an action that is part of its preparation. Their partner asks questions to guess what they are doing, using the pictures as prompts.

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Extra Activity

Practice: Activity 3

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5 ●

Extra activity

3 ●

●

5.12

My sounds

Listen, write and say.

Have pupils look at the picture and say what they see. Try to elicit orange and fish. Ask What sounds do they have? Drill the key sounds o – o – orange and i – i – fish. Play the audio. Ask pupils to listen, point to the things in the picture and repeat the sounds. Have pupils trace the letters on the page as they say each sound. Play the audio again and have pupils repeat each line.

Ending the lesson ●

Play a drawing game with present continuous sentences. Tell pupils that you are going to draw a picture of yourself doing an activity. Draw it and have pupils guess by asking Are you (making a cake)? Then invite pupils to the front and have them draw themselves doing an activity for their classmates to guess.

Build

Encourage pupils to be autonomous in the use of the language by having them write a mini-dialogue in pairs. In order for pupils to be successful, it is useful to give them a series of success criteria, e.g. write at least four lines, include two questions, use verbs ending in -ing, use at least two foods from Lesson 1, use at least two verbs from Lesson 4, etc. This ensures they use the target language, but also allows freedom to choose which words they want to use.

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

Activity Book page 44

5.13

Listen and circle. Play the audio. Pupils listen and circle the correct picture in each pair.

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

5.14

Listen and repeat. Then write i or o. Play the audio. Pupils listen, repeat the word and write the correct letter for each sound.

ANSWER KEY: 1 o, 2 i, 3 o, 4 i, 5 i, 6 o

Extra activity Have pupils extend the activity by thinking of more words with the vowel sounds and writing a short rhyme. They can then perform it as a chant or rap.

4 Cut out, make and play. ● ●

Have pupils cut out the food and utensils. With these cut-outs, pupils can choose to do different activities. Some options are: pretending to cook or prepare food, doing a market roleplay, or pasting the pictures onto paper plates and making meals. Offering pupils choice can be very motivating as it allows pupils to choose the type of activity they prefer and gives them a further sense of autonomy.

Assess

I can shine!

ACHIEVE The pupil can ask about and say what someone is doing using the target language. ADJUST The pupil can say what someone is doing when prompted using some of the target language. EXCEED The pupil can ask and answer questions about what someone is doing using full question forms and responses and all the target language without support.

I can shine!

Choose. Then ask and answer. Pupils choose a picture. Their partner asks questions to identify the action.

Pupils colour the Build checkpoint pebble.

Activity 1 1 Girl Woman Girl 2 Boy Man Boy 3 Girl Boy Girl Boy

Audioscript What are you doing? I’m making ice cream! Wow! I like ice cream! Are you growing tomatoes? No, I’m not. I’m washing a tomato! Oh! What are you doing? I’m making juice. Are you making apple juice? No, I’m making orange juice.

Activity 3 o o o orange o o o pot i i i fish i i i dish An orange in a pot. A fish on a dish!

Phonics practice

Extra Activity

I can shine: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 6 – Global Citizenship

Pupil’s Book page 60

Objectives • Lesson aim: to explore different foods, meals and ingredients that are needed to make them • Cross-curricular connection: Science: nutrition • Global Citizenship theme: having a healthy diet, being aware of what different foods and meals contain • Target language: butter, flour, fruit, vegetables • Recycled language: banana, bread, carrot, pasta, pizza, sandwich, strawberry, tomato

Grow: Nurturing growth in G ro w society • Promote Global Citizenship by fostering an awareness of healthy eating, having pupils think about what the food they eat contains and whether that makes it healthy or unhealthy. Encourage them to think about their own diet and how it can be improved. • Write the lesson objective on the board: We’re learning words to talk about different food ingredients. Gl

GSE • Receptive: Listening: Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures. al Citi al Citiz al Citiz al Citiz al Citiz ze bal Citize e e e e ob ob ob ob ob • Receptive: Reading: Can recognise familiar words onoproduct labels. Materials •OptA Productive: Speaking: Can answer simple questions about very • Audio;I appreciate Video; Flashcards Let’s be I share celebrate all I play with I try different familiar topics, slowly and Iclearly. friends if deliveredtoys! families! friends! food! special clothes

Starting the lesson Before the lesson, stick a smiley face on the wall on one side Iof the classroom and a sad face on appreciate special clothes the other. Have all the pupils stand in the middle of the classroom. Tell pupils that you’re going to name a food and they have to decide whether it is good for you or bad for you, moving to the smiley face if it’s good and the sad face if it’s bad. Use the flashcards or word cards to choose I try different I appreciate food! clothes the foods. special ●

OptB Lesson 6

5.15

I learn about diﬀerent ingredients.

Let’s be friends I share toys!

I celebrate all families!

Listen, look and find.

5.16

I play with friends!

I try different food!

Lorem ipsum

Listen and number. Say.

OptC Let’s be friends

I share toys!

fruit

I celebrate all families!

I play with friends!

vegetables

5.15

Listen, look and find.

Ask pupils to look at the pictures and say what they see. obal Citize ● Play the audio and present the vocabulary flashcards for pupils to repeat each word. Then I try different I appreciate food! special clothes hold up each card for them to say the word and find it in the pictures on the page.

I play with friends!

3 Read and circle. Say. Can you add more? I want…

I need… flour

pizza

butter

●

fruit

vegetables

sandwich

flour flour

juice

butter

fruit

vegetables fruit

vegetables flour

soup

butter

fruit

vegetables

●

Think and share!

What food is good for you? ●

4 60

134

i a g n o s e Ask pupils to say which things in the pictures they eat every day. Encourage them to think about what foods might contain flour, e.g. bread, pasta.

butter

Watch and listen.

I celebrate all families!

al Citiz e ob

I share toys!

al Citiz e ob

flour

Let’s be friends

OptD

al Citiz e ob

●

al Citiz e ob

5.16

Listen and number. Say.

Play the audio and have pupils listen and number the pictures in order. Play the audio again for pupils to repeat the words, pausing after each speaker. Pupils say and trace the words on the page. ANSWER KEY: 1 flour, 2 vegetables, 3 fruit, 4 butter

Global Citizenship Food and ingredients

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

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5 3 ●

●

ANSWER KEY: pizza: flour, vegetables. Add e.g. cheese, tomatoes, olives, tuna, salami sandwich: butter, vegetables, flour. Add e.g. cheese, ham juice: fruit, vegetables. Add e.g. water, oranges, apples soup: vegetables, fruit. Add e.g. water, chicken

4 ● ●

Watch and listen. Tell pupils that they are going to watch the video again. Play the video and have pupils think about the ingredients used to make each food.

GROW HELPER Read Basil’s question as a class. Ask pupils which foods are good for us. Have pupils discuss their ideas in pairs or groups and make a list of healthy snacks.

FUTURE SKILLS: critical and reflective thinking skills Have pupils keep a record of all the food they eat over a weekend or a few days. They could write this in their homework diaries or you could give them a form to fill in each day. They should write down the ingredients that are in the different meals they eat and whether or not these are healthy.

Background information (Culture and CLIL) Help pupils make connections between the ingredients in the food they eat and general health. Point out that we need vitamins and minerals from fruit and vegetables, but it’s also important to eat grains in order to get energy, especially if we do sport. Encourage pupils to create an action plan for making their eating habits healthier.

Ending the lesson ●

Play word tennis. Give pupils a word, e.g. flour. Pupils take turns to say words that they associate with the previous word, e.g. bread, and so on. Demonstrate first with one pupil and then have pupils play in pairs.

Activity Book page 45

Look and write. Then say. Pupils look at the pictures, then write and say the correct ingredient.

ANSWER KEY: 1 flour, 2 butter, 3 vegetables, 4 fruit

Activity 1 1 fruit

2 vegetables

3 flour 4 butter

Audioscript

Activity 2 1 Adult Boy 1 Adult Boy 1

Adult Boy 1 2 Girl Boy 1 Girl Boy 1 Girl Boy 1 3 Boy 1 Girl Boy 1 Girl Boy 1 Girl 4 Adult Boy 2 Adult Boy 2 Adult Boy 2

Hello, Hugo. Hi. What are you doing? I’m shopping. I want to make a pizza for my mum and dad and I need flour. Can you help me, please? Yes, of course. The flour is over there, next to the rice. Oh, yes! Thanks. Hi, Chen. What are you doing? I’m shopping. I want to make a salad for lunch and I need vegetables. Delicious! Where are the vegetables? They’re here! Thank you! Hello, Antonia. Hi! What are you doing? Can I help? Yes, please. I’m shopping for fruit! I need strawberries, bananas, apples and oranges. Oh, look, here’s the fruit. Ah, yes, thanks! Hi, Jason. Hi. Are you shopping? Can I help? Yes, please. I want to make sandwiches and I need butter. The butter is over there, next to the milk. Oh, yes, I can see it! Thanks.

Practice: Activity 3

Our World video: Activity 4

Grow Helper

Activity Book Practice

Ending the lesson

Learning path

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Grow

●

Read and circle. Say. Can you add more? A s ss se Draw pupils’ attention to the table and tell them that they are going to think about the different ingredients that are in the foods we eat. Point to each row of the table and say You want (a pizza). What do you need? Point to the ingredients in the second column and elicit those needed for pizza, e.g. flour and possibly vegetables. Then ask pupils what else they need to make pizza and elicit ideas, e.g. water, tomatoes, cheese. Pupils circle and say the ingredients needed for each food and then write one more. Check answers and write the ingredients pupils suggest for each food on the board, as if it were a list of ingredients in a recipe.

135 2/23/21 11:14 AM

Lesson 7 – My Everyday English

Pupil’s Book page 61

Objectives • Lesson aim: to make a shopping list • Functional language: I need (carrots). Okay, let’s go shopping! • Text type: a shopping list • Recycled language: apple, carrot, cereal, egg, juice, orange, salad, soup, strawberry, tomato GSE • Receptive: Reading: Can understand simple, informational material containing familiar words, if supported by pictures. • Productive: Writing: Can write lists for specific purposes (e.g. shopping lists, gift lists) using memorised words, if supported by pictures. • Productive: Speaking: Can express immediate needs using simple language (e.g. I want a drink, I need a pen).

onder

ma ine g

Build

5.17

Materials • Audio; Flashcards

Starting the lesson ●

Shopping

Lesson 7

Shine

Grow

Grow: Nurturing growth in society G ro w • Encourage a further sense of pupils’ social responsibility by exploring ways in which they can take responsibility at home. Ask pupils if they ever go food shopping with a parent or family member and elicit ideas about how they can help, e.g. writing the shopping list, checking what food is needed, carrying bags. • Write the lesson objective on the board: We’re learning to talk about the things we need to buy.

Read, listen and tick (✓ ((✓)) or cross (✗).

tomatoes apple juice

●

eggs cereal ●

I can shine!

2 And you? Circle and write.

3 Let’s go shopping! I need carrots and oranges.

Shopping list

RECEPTIVE SKILLS TIP Tell pupils that sometimes people can’t find the things they need to buy at the market. They should avoid ticking a food just because they hear its name – they should continue to listen carefully to find out whether or not the children can buy the things they need.

OK, let’s go shopping!

I can shop for food. My Everyday English I need (carrots). Ok, let’s go shopping!

Read, listen and tick (✓) or cross (✗). Have pupils look at the picture and say what they can see. Elicit that it’s a market where people can buy food. Ask pupils if they ever go shopping at the market. Draw pupils’ attention to the shopping list. Tell pupils they are going to hear two children shopping at the market. Play the audio. Pupils listen and tick the things the children buy and cross the things they don’t buy. 5.17

ANSWER KEY: tomatoes ✓, apple juice ✗, eggs ✓, cereal ✗

oranges / apples / strawberry juice carrots / tomato soup

136

Play a memory game. Tell pupils that you need to go shopping and that you’ve made a list. Stick ten food word cards on the board and tell pupils that these are all the things you need. Give pupils one minute to read the words and try to remember them. Then remove the word cards and have pupils write a list in pairs.

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

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2 And you? Circle and write. ●

Tell pupils that they are going to make their own shopping list. Look at the partially completed list together. They then write more things on their list, according to their own preferences.

Ask pupils to look at the photo and elicit that the children are playing at shopping. Drill the speech bubbles with the class. Pupils talk about the things they need using their shopping lists. They should use the target language … Monitor and help where necessary. I need…

I can shine!

Play a chain game. Have pupils sit in a circle. One pupil says We need… and names one item of food. The next pupil repeats the sentence and adds one more item. Go round the class, having each pupil add a new item of food to the chain until pupils can no longer remember them all.

I can shine!

Read and write. Then act out. Pupils use toy food, realia or flashcards to play shops. They complete the speech bubbles. Pupils then act out the mini-dialogues in pairs.

ANSWER KEY: need, shopping Pupils colour the Grow checkpoint pebble. Extra time: Pupils tell each other about where and when they go shopping.

Activity 1

Assess

Child 1 Child 2 Child 1 Child 2 Child 1 Child 2

ACHIEVE The pupil can make a shopping list and talk about what they need to buy. ADJUST The pupil can make a shopping list and talk about what they need to buy when a model is provided.

Child 1 Child 2 Child 1 Child 2 Child 1

EXCEED The pupil can make a shopping list and talk about what they need to buy spontaneously with improvisation.

●

Ending the lesson ●

Grow Helper: Pupils read Basil’s question and discuss their answers in pairs.

3 Let’s go shopping!

●

Extend the speaking activity by turning it into a shopping roleplay. Pupils can set up market stalls using realia, toy food or pictures. Half of the class are market sellers and the other half are customers. The customers go round the stalls saying what they need and asking for things politely.

Activity Book page 45

FACILITATING SPEAKING IN CLASS Before doing Activity 3, discuss the importance of listening carefully to the person you are speaking to. When somebody asks you a question, you need to listen so you can then answer them.

●

Extra activity

Grow

FUTURE SKILLS: enquiry and imagination skills Reinforce the Global Citizenship area of sustainable cities and communities by having pupils look at the picture and notice what packaging is used at the market. Then have them do some research in groups and find out how food is packaged at local shops and supermarkets. They could look at adverts or websites for supermarkets and make a list of everything that is packaged with plastic. They could then use their imagination skills to come up with more sustainable ways of keeping food fresh. You might like to point out that fruit and vegetables often don’t need any packaging due to their outer skin or ‘peel’.

Audioscript

Let’s go shopping! Yes, let’s go! What’s on the shopping list? Hmm… tomatoes. I can’t see tomatoes. I can see carrots! Well, I need tomatoes. Ah! I can see tomatoes over there, next to the strawberries! Okay, what’s next? I need apple juice. Oh, no, I can’t see it. I need eggs and cereal, too. Great, I’ve got the eggs… I can’t see cereal. Oh, well. It’s okay. I need to pay now!

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

I can shine: Activity 3

Extra activity

Activity Book Practice

Ending the lesson

Learning path

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Lesson 8 – Review

Pupil’s Book page 62

Objectives • Lesson aim: to review the language from Unit 5 • Revised language: biscuit, burger, carrot, cereal, egg, fish, juice, orange; cook, grow, make, wash; I’m (making)… GSE • Receptive: Reading: Can recognise single, familiar, everyday words if supported by pictures. • Productive: Speaking: Can talk about activities that are happening at the time of speaking. Can ask simple questions about other people.

Shine: Time to shine! Shine • Encourage pupils to reflect on what they have learnt during the unit. Before ending the lesson, go through all the learning objectives from the unit and ask pupils to look back through their books and remember which activities they did. Encourage them to share with each other which activities they did well in and which activities they enjoyed. This can help foster a positive mindset ready for future learning. • Write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit. Materials • Flashcards; sticky notes

Starting the lesson

od truck bar!

Let’s create a fo Step 1

●

Review

1 Look and write.

2 What food do you like? Tick (✓).

●

fish burgers carrots oranges juice cereal biscuits eggs

Step 1: Review

2 3

●

4 5

7 5

7 8

3 Read and complete. Ask and answer.

What are you doing?

1 I’m growing

3 I’m washing

2 I’m making

4 I’m cooking

4 Think! Choose food for your food truck bar. ●

●

Unit review Unit objectives review

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 through reading and writing in Activity 1. Activity 2 helps review and personalise the story ideas and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and language of the Build spread and the writing in Activity 4 encourages a more personalised use of the target language.

1 Look and write. ●

D i a g n o s e Before the lesson, write a food on each sticky note so that there is one for each pupil (food items can be repeated). Stick each sticky note on a pupil’s back. Don’t allow them to look at the sticky note. Pupils stand up and show each other the words on their backs in groups. The other pupils give clues to help the pupils guess what food they have, e.g. You eat it in the morning. You eat it with milk.

Ask pupils to look at the words in the wordpool and elicit how to pronounce each one. Ask pupils to look at the picture and name the foods they see. Have pupils find each number in the picture and write the words in the spaces provided. ANSWER KEY: 1 burgers, 2 eggs, 3 fish, 4 biscuits, 5 carrots, 6 juice, 7 cereal, 8 oranges

138

Starting the lesson

Learning path

Review: Activity 1

Extra activity

Review: Activity 2

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5 Activity Book pages 46–47

Extra activity

ANSWER KEY: Across: 2 biscuit, 3 carrot, 5 juice, 6 cereal Down: 1 fish, 2 burger, 4 orange, 7 egg

2 What food do you like? Tick (✓). ●

Pupils look at the picture and tick all the foods they like. They can then compare their answers with a friend. Encourage them to say I like / don’t like… FUTURE SKILLS: critical and reflective thinking skills Have pupils do a survey to find out which foods their classmates like and don’t like. They should draw a table in their notebooks with a different food at the top of each column and a pupil’s name for every row. They then go around the class asking Do you like (fish)? and put a tick for each person who answers Yes. They then count up all the ticks to find out which foods are the most popular or unpopular.

3 Read and complete. Ask and answer. ●

●

ANSWER KEY: carrot

Have pupils think of as many different ways of completing the following sentence starters as they can: I’m growing… I’m making… I’m washing… I’m cooking…

Stick and put a tick (✓) or a cross (✗). Then ask and answer. Pupils cut out the corners from each page in their Activity Book, stick them in the spaces and colour the pictures. They choose and tick three pictures. In pairs, they ask and answer questions, e.g. Are you eating an egg? Yes, I am / No, I’m not, depending on whether or not they have ticked the item. When a pupil guesses correctly, they point to the picture and put a cross on the corner. The first pupil to guess all three of their partner’s ‘corners’ is the winner.

4 Think! Choose food for your food truck bar.

●

Choose. Then ask and answer. Pupils play a guessing game. Pupil A names a food item. Pupil B guesses what they are doing, e.g. Are you cooking (fish)?

Extra time: Pupils read the definition and look back at their Pupil’s Book and find the answer.

Pupils complete the sentences with foods from Activity 1. They could also choose to write other items they know. Draw pupils’ attention to the question in the speech bubble and drill. Pupils ask and answer questions in pairs.

EXAMPLE ANSWERS: 1 I’m growing… carrots, tomatoes, flowers, potatoes. 2 I’m making… soup, a sandwich, a pizza, a model. 3 I’m washing… carrots, tomatoes, my hands, the car. 4 I’m cooking… fish, eggs, dinner.

Look and write. Then circle. Pupils look at the pictures and write the words. They then choose Yes, I am or No, I’m not.

ANSWER KEY: 1 washing, Yes, I am. 2 growing, No, I’m not. 3 cooking, Yes, I am.

Fast finishers

●

Look and write. Pupils look at the clues and complete the crossword.

Shine

Ask further questions about the picture to review prepositions, e.g. Where’s the fish? It’s behind the oranges.

Tell pupils that they are going to design a food truck bar. Ask them which foods from Activity 1 they would like to sell in their food truck. Encourage them to think about what kinds of food different people like eating and to make sure they have some healthy options. Give pupils time to think and choose three foods.

Read. Then think and write. Pupils complete the graphic organiser with food they eat on different occasions. Write any emergent language on the board for pupils to refer to. Pupils 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 do this activity at home. They make a salad out of coloured paper or other recycled materials they find at home.

Ending the lesson ●

Give pupils a slip of paper each. Tell them to write their thoughts about what they’ve done during the unit. They should write one thing they found easy, one thing they enjoyed and one thing they need to practise more.

Review: Activity 3

Review: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s create a food truck bar! Objectives • Lesson aim: to design a healthy food truck poster • Revised language: We need… Let’s…; biscuit, burger, carrot, cereal, egg, fish, juice, orange; cook, grow, make, wash GSE • Receptive: Listening: Can understand basic information in short passages about everyday activities or routines, if spoken slowly and clearly and supported by prompts. • Productive: Writing: Can write lists for specific purposes (e.g. shopping lists, gift lists) using memorised words, if supported by pictures. • Productive: Speaking: Can talk about activities that are happening at the time of speaking.

onder

Step 2

ma ine g

Build

Grow

Shine: Time to shine! Shine • Encourage teamwork and provide strategies for reaching consensus when pupils are working in groups. They can work individually or in a group to generate lots of ideas, but then they need to decide together which ideas to take forward. See the placemat activity (Future Skills). • Write the lesson objective on the board: We’re going to make a poster for a food truck. Materials • Plain paper, colouring pencils

S hine

Starting the lesson ●

Create

5 Write a shopping list.

Pupil’s Book page 63

Create your food truck bar poster.

To review vocabulary and start generating ideas, do a Concentric Circles activity. Tell pupils to think about food they could sell in a food truck. Each pupil names one food to their partner. The outer circle then moves one step to the right, so they are now facing a new person. This time, they have to say a different word.

Step 2: Create ●

Tell your friend what you need.

Time to shine! 8

Share your food poster with the class.

I need vegetables: tomatoes, carrots and olives!

●

For my food truck I’m making burgers and a salad!

I can share food with friends.

140

1 2 3 4

5 Unit project A food truck bar

This section revises Global Citizenship skills from the Build and Grow spreads like personalisation, creativity and collaboration. Activity 5 focuses on personalisation and Activity 6 promotes creativity. Activities 7 and 8 foster communication skills and collaboration as pupils talk about their food trucks before presenting them to the class. 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:

●

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

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 6

Project: Activity 7

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5 5 Write a shopping list.

●

Ending the lesson ●

Time to shine!

FUTURE SKILLS: collaboration and communication skills Put pupils in groups of four and give each group a large sheet of paper. They should divide the sheet into four sections and draw a large circle in the middle of it. Pupils sit around the table so that everybody has a corner of paper to write on. Here, they write all their ideas from Activity 5. The circle in the middle remains blank. When they have finished, tell pupils to turn the paper 90 degrees. They should now be looking at somebody else’s ideas. They then have to put a tick next to their favourite two ideas. This is repeated again until all pupils have added ticks to each section. They then write the ideas with the most ticks in the middle circle.

ADJUST The pupil can name food items and ask about what somebody is doing, but with errors. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence. EXCEED The pupil can name food items and ask about what somebody is doing without prompts. The pupil helps other pupils with target language during pair/group work tasks. ➔ Work on the pupil’s intonation and pronunciation by modelling examples.

Pupils work in their groups to make a poster for their food truck bar using the ideas from the centre circle on their placemat. Encourage pupils to make their posters visually attractive by using colour and drawing or cutting out pictures. They can also include information about the ingredients.

●

Draw pupils’ attention to the model in the speech bubble. Pupils tell a partner what ingredients they need to make the food on their food truck bar posters.

● ●

Unit 5 review notes ●

7 Tell your friend what you need.

Assess

ACHIEVE With prompts, the pupil can name food items and ask about what somebody is doing using What are you doing? The pupil can ask and answer using Are you (cooking)…? Yes, I am / No, I’m not.

6 Create your food truck bar poster. ●

Give pupils a quick quiz. Before the lesson, prepare a set of questions about different things in the unit, e.g. What vegetables are in Clara’s soup? Put pupils in teams and call out the questions one by one. The first team to say the correct answer gets a point.

Shine

Tell pupils that they are going to design their own food truck that has healthy food. Point out that their food truck can have breakfast, lunch and snacks. They can choose whatever food they like; however, they should try to make sure that there are plenty of healthy options. Pupils write the ingredients they need to buy.

●

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

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!

bal Citize

●o

Let’s be friends

al Citiz e ob

OptA

●

Share your food poster with the class. A s ss se Do a gallery walk. Pupils put their posters up around the class. They walk around and look at each other’s ideas to see what food is being sold. Tell pupils they are going to pretend they are busy in their food truck preparing the food. Read the example in the speech bubble together. Have each group present their ideas with each pupil acting out a different action. They take turns to ask each other what they are doing. Gl

●

I appreciate special clothes

Remind pupils of the Global Citizenship area of awareness of where food comes from and how we can grow and consume food in a sustainable way. Discuss the impact of buying food that travels 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

I share toys!

Let’s be friends

OptC

Lorem ipsum

OptD Let’s be friends

I share toys!

I celebrate all families!

Time to shine: Activity 8

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I play with friends!

I try different food!

I appreciate special clothes

Activity Book Practice

Ending the lesson

Learning path

141 2/23/21 11:14 AM

n u f y a d i l o h e v a Let’s h 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 opinions in a few words

Identify and understand simple phrases and details within short texts

Talk about familiar topics and express opinions using words and phrases

Participate in social exchanges in English

Plan for a holiday trip

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Unit overview Target vocabulary Holiday activities: build a sandcastle, collect shells, go on holiday, play on the beach, read comics, sleep Time of day: in the morning, in the afternoon, in the evening, at night Water safety: dangerous, flag, safe, sea

Target structures I want to… Do you want to (play) (in the morning)? Yes, I do. / No, I don’t.

Phonics Functional language

u (fun, sun), e (bed, wet)

I like the sea! I don’t. I like cold weather.

Values Recycling and building I like… I don’t like… Do you like…? Yes, I do. / No, I don’t.

Language stretch Why don’t we (build a sandcastle)?

Spending time together, making sure everyone is happy. How can we make do with what we’ve got even though it’s not ideal? Be happy with what you have.

Competency focus Design and implement a plan. Know how to communicate, present, represent and negotiate.

Key progress indicator chart GSE range for Level 2: 15–26 (stretch 29)

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 understand simple phrases about likes and dislikes. (23)

Use basic phrases to briefly participate in a narrow range of everyday social exchanges.

Learners can express immediate needs using simple language (e.g. I want a drink, I need a pen). (26)

Participate in common informational, academic or transactional exchanges using simple language and expressions.

Learners can understand simple questions and answers about people’s likes and dislikes. (27)

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

Learners can express likes and dislikes in relation to familiar topics in a basic way. (29)

Use basic phrases to briefly participate in a narrow range of everyday social exchanges.

143 M09_RS_TB2_5966_M09.indd 143

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Lesson 1 – Vocabulary

Pupil’s Book page 64

Objectives • Lesson aim: to recognise and name holiday activities • Target language: build a sandcastle, collect shells, go on holiday, play on the beach, read comics, sleep • Recycled language: There’s…; He’s / She’s got…; ball, car, doll, robot; book, pencil, pen, rubber GSE • Receptive: Listening: Can recognise familiar words and basic phrases in short illustrated stories, if read slowly and clearly. • Productive: Speaking: Can reproduce words from taught vocabulary lists. Can show interest in an idea using simple language and gestures.

W Wonder: spark curiosity ond er • Engage pupils with the unit theme by having them explore ideas about the unit through the title: Let’s have holiday fun. Ask pupils what activities they do on holiday. Then encourage them to make predictions about what the characters at the Explorers Club might do. • Write the lesson objective on the board: We’re learning words to talk about holidays. Materials • Audio; Video; Flashcards; (optional) beach props

Starting the lesson: warm up

Let’s have holiday fun 1

Lesson 1

●

sleep

What are they doing?

6.01

Review the food vocabulary from Unit 5 In troduc with the flashcards. Ask pupils if they usually eat or drink each item in summer or winter. Is there any food they only eat on special occasions, e.g. when they’re on holiday? Draw up lists on the board: Food I eat in winter, Food I eat in summer, Food I eat on holiday and on special days. e

Listen and explore.

Big Picture: What are they doing? ●

read comics

Tell me!

What things can you collect?

144

play on the beach

6.02

go on holiday

ANSWER KEY: They are relaxing and having fun in the Explorers Club. 5

collect shells

Listen, stick and say.

3 Trace and read. 4

D i a g n o s e Ask pupils to look at the main picture and say where the children are and what they are doing. Point to things they may know in the picture and ask questions about what is going on, e.g. Who’s reading a book? What’s the book about? What’s Clara eating?

Watch and listen.

Vocabulary Holiday activities

1 ●

6.01

Listen and explore.

Ask pupils to look at the main picture. Play the audio and have pupils point to the activities in the picture as they listen. Ask a personalisation question, e.g. What activities do you do on holiday? SUPPORT Before listening, use the flashcards to pre-teach the target vocabulary. Have pupils do an action or gesture for each activity. STRETCH After listening, write the verbs on one side of the board and the noun phrases on the other side in a jumbled order. Have pupils match the verbs with the phrases to form the collocations.

Starting the lesson

Learning path

Big picture

Presentation: Activity 1

Flashcards

Presentation: Activity 2

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6 ●

Background information

Ending the lesson

Activity Book page 48 t’

●

Pupils trace and read the target vocabulary on the page. In pairs, pupils take turns to point to items on the page and say the words. WONDER HELPER

Look and write. Pupils find the numbers in the picture and complete the phrases with the words in the wordpool.

ANSWER KEY: 1 holiday, 2 sandcastle, 3 comics, 4 sleep, 5 shells, 6 beach Wonder Helper: Pupils think about whether each word is an action or a thing and draw lines to match. ANSWER KEY: a: read, collect t: comics, shells Extra time: Pupils say the phrases in alphabetical order. ANSWER KEY: build a sandcastle, collect shells, go on holiday, play on the beach, read comics, sleep

Activity 1

Extra activity Ask pupils to bring in their collections (or part of them) and do a Show and Tell.

●

Find and write. Then say. Pupils find the items in the Pupil’s Book. They then write and say the words.

Assess

Read Tess’ question in the speech bubble. Elicit examples of things that people collect. You could do this as a Round Robin co-operative learning strategy, where pupils take turns to each name something in groups of four. Some examples of things people collect are: shells, stickers, books, comics, stamps, pencils, pens, rubbers, badges, dolls, cars, robots, balls.

●

s Revie

ANSWER KEY: 1 oranges, 2 biscuits, 3 carrots

3 Trace and read. ●

Play a miming game in pairs. Pupils mime actions from the picture for their partner to guess and their partner says, e.g. Let’s build a sandcastle. Let’s read comics.

●

TEACHER TIME TO SHINE: using props to provide context Props can help pupils make connections between what they are learning and the real world. Bring in, or ask pupils to bring in, things they usually take to the beach, e.g. sun hats, sunglasses, a towel, sunscreen, a bucket and spade. Pupils can wear or use the props as you call out the different actions from the page or play the audio from Activity 2.

A shell is part of the body of a sea animal. It is an exoskeleton, or a protective outer layer, that remains after an animal has died. Most shells found on beaches are molluscs, such as clams and mussels.

Watch and listen. Tell pupils that they are going to watch a video about holidays. Ask them which activities they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions. FUTURE SKILLS: enquiry and imagination Ask pupils where they think shells come from. In groups, have pupils share their ideas. You could have them do some research to find out.

Audioscript

Stella Well done, explorers! What a lot of adventures this year! Clara Yes! And now it’s summer! Oscar I want to go on holiday and play on the beach! Tess Me, too! I want to build a sandcastle! Clara And collect shells! All Oh, yes!

Activity 2

1 sleep 2 read comics 3 play on the beach

4 go on holiday 5 collect shells 6 build a sandcastle

Practice: Activity 3

Wonder Helper

Extra activity

Our World video: Activity 4

Activity Book Practice

Learning path

Ending the lesson

M09_RS_TB2_5966_M09.indd 145

Wonder

●

Listen, stick and say.

6.02

145 2/23/21 11:33 AM

Lesson 2 – Song and structures

Pupil’s Book page 65 W Wonder: spark curiosity ond er • Encourage pupils to make connections between the activities. Display two flashcards, e.g. build a sandcastle and collect shells. Ask pupils to find similarities or things that both activities have in common (for example, you can use a bucket for both activities; you need to use your hands). Repeat with other flashcards. • Write the lesson objective on the board: We’re learning to talk about activities we want to do on holiday.

Objectives • Lesson aim: to talk about what you want to do on holiday • Target language: I want to (build a sandcastle). • Recycled language: bed, rock; climb, swim GSE • Receptive: Listening: Can understand basic information in short passages about everyday activities or routines, if spoken slowly and clearly and supported by prompts. • Productive: Speaking: Can express immediate needs using simple language (e.g. I want a drink, I need a pen). Can sing a basic song from memory.

fun

nd er

ma ine g

Build

6.03

Sing and act.

S On

Shine

Grow

Lesson 2

Materials • Audio; Flashcards

I want to collect shells and rocks. (x2) I want to swim and climb! I want to collect shells and rocks.

6.05

●

I want to read comics and sleep. (x2) I want to have a good time! I want to read comics and sleep. I want to go on holiday! (x4) AW6_2b

Display the flashcards and word cards on the board. Tell pupils to choose and write down their top three activities. They then compare with a partner, saying My favourite activity is… I like…

I want to play on the beach with my friends (x2) I want to build a sandcastle! I want to play on the beach with my friends.

Starting the lesson ●

●

Listen and number. Say.

6.03

Sing and act.

Tell pupils to imagine they are at the beach. Ask What do you want to do? and elicit answers. Play the audio and have pupils point to the activities in the picture as they hear them. Play the song again and have pupils join in and do actions. When pupils are confident, play the karaoke version (audio track 6.04) and have them sing along.

Extra activity Have pupils make a music video clip for the song. They can choose whether to do actions or create their own choreography. They can choose to use the karaoke track and sing or use the full song and just mouth the words.

I want to collect shells!

I can shine! 3

Choose and say. ●

build a sandcastle

I want to build a sandcastle!

Me, too!

I can name holiday activities. Song and structures I want to (build a sandcastle).

● ● ●

6.05

Listen and number. Say.

Elicit the names of the activities in the D iagn ose pictures. Tell pupils that they’re going to hear some conversations about what children want to do. Read the sentence in the box and drill chorally. Play the audio. Pupils number the pictures. Play the audio again and have pupils repeat the sentences with I want to… ANSWER KEY: 2, 3, 4, 1

146

Starting the lesson

Learning path

Song

Presentation: Activity 1

Presentation: Grammar

Extra activity

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6 3 Choose and say. ●

●

Have two pupils model the activity by reading out the speech bubbles. Pupils choose the activities they want to do and tell their partner. Encourage pupils to respond with Me, too! if they agree. Monitor and help as necessary.

6.06

Listen and tick (✓). Play the audio. Pupils listen and tick the correct pictures.

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

Follow and find. Then circle. Pupils follow the maze to find out what each child wants to do. They then circle the activities.

ANSWER KEY: 1 collect shells, 2 read comics

I can shine!

Assess

I can shine!

Activity Book page 49

ACHIEVE The pupil can say which activities they want to do and respond to their partner’s ideas.

Look and write. Pupils look at the pictures and complete the sentences.

ANSWER KEY: read comics, I want to, I want to build sandcastles

ADJUST The pupil can say which activities they want to do with a clear model.

Pupils colour the Wonder checkpoint pebble.

EXCEED The pupil can say which activities they want to do and continue the conversation without prompting.

Extra time: Pupils tell a friend what they collect.

Activity 1

Audioscript

Girl ●

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

Fast finishers Pupils write sentences in their notebooks saying what they want to do. They can draw pictures to illustrate.

Ending the lesson ●

Have pupils choose their favourite activity and then go around the class trying to find more pupils who have the same favourite activity. When they find someone, they stay together and form a group. At the end, find out which activity is the most popular by counting the number of pupils in each group.

I want to play on the beach with my friends. [x2] Boy I want to build a sandcastle! I want to play on the beach with my friends. Girl I want to collect shells and rocks. [x2] I want to swim and climb! I want to collect shells and rocks. Boy I want to read comics and sleep. [x2] I want to have a good time! I want to read comics and sleep. Children I want to go on holiday. I want to go on holiday. I want to go on holiday. I want to go on holiday!

Activity 2 1 Boy 1 Boy 2 2 Boy 2 Girl 1 3 Girl 1 Girl 2

No school today! We’re on holiday! Great! I want to read comics! I like comics! No school today! We’re on holiday! Hooray! I want to sleep! I like my bed! No school today! We’re on holiday! Oh, good! I want to build a sandcastle. A big sandcastle! 4 Girl 2 No school today! We’re on holiday! Boy 1 Yes! I want to collect shells! Shells are amazing!

Practice: Activity 2

I can shine: Activity 3

Activity Book Practice

Ending the lesson

Learning path

M09_RS_TB2_5966_M09.indd 147

Wonder

SUPPORT Copy the four sentences from the listening that contain the target language onto the board. Have pupils do actions for each sentence. Then drill the sentences with the class. STRETCH Have pupils act out the dialogues in the audio. Then have them improvise their own mini-dialogues.

147 2/23/21 11:33 AM

Lesson 3 – Story

Pupil’s Book page 66 Im Imagine: fostering imagination agine • Tell pupils this is an Imagine lesson. Foster creativity and critical thinking skills by having pupils think about what makes a good sandcastle (see Future Skills). • Write the lesson objective on the board: We’re listening to and reading a story about working together to help others.

Objectives • Lesson aim: to read and understand a story about working together to help others • Recycled language: build a sandcastle, collect shells, go on holiday, play football, read comics; I want to… • Receptive language: Oops! Why don’t we…; Sorry! Happy holidays! GSE • Receptive: Reading: Can find proper names (e.g. people, places, nationalities) in short, simple texts by looking for capital letters. Can infer basic information about a character’s preferences from pictures. • Productive: Speaking: Can act out parts of a picture story using simple actions and words.

1 Look at the story. What is Tess doing? Tick (✓).

She’s reading comics. 2

She’s building a sandcastle.

onder

I’ve got shells for your sandcastle, Tess.

Lesson 3

Build

Grow

She’s collecting shells. They’re nice!

Explorers Club

Oscar!

Why don’t we all build a sandcastle?

Thanks for breakfast, Stella!

Happy holidays!

I can shine!

Is this sand from the beach?

Yes, it is!

3 Who says what? Write, match and say. collect build play I want to play football! Basil, do you want to play?

Let’s imagine!

I want to collect shells!

Who turns the Club into the beach? Why? Yes, I do!

1 I want to

football.

2 I want to

shells.

3 I want to

a sandcastle.

Clara Tess Oscar

4 Act out. I can understand a story about holiday activities.

Story value A story about working together to help others

Story language: I want to (build a sandcastle).

●

Play the audio or video again and pause after each line for pupils to repeat. Encourage them to copy the characters’ pronunciation and intonation. If you have a large class, divide the class into four groups and assign each group a character with a speaking part. FUTURE SKILLS: enquiry and imagination Ask pupils what makes a good sandcastle. In pairs or groups, have them discuss and draw pictures of their ideas. They should think about the equipment required (e.g. bucket and spade), materials (e.g. wet or dry sand) and the construction process. Encourage pupils to draw on their own experience of building sandcastles.

I want to build a sandcastle.

Oh! What’s this?

Shine

Oh no! Sorry, Tess!

Listen or watch.

6.07

agine

Materials • Audio; Video; Story cards; Flashcards

Starting the lesson ●

Play a guessing game with the flashcards. Choose a flashcard, but don’t show it to the class. Tell pupils to guess what you want to do. Say I want to… and have pupils repeat the sentence starter and complete with ideas. When a pupil guesses correctly, it is their turn to choose a flashcard.

1 ●

Look at the story. What is Tess doing? Tick (✓). A s ss se Draw pupils’ attention to the three sentences and check comprehension. Pupils trace the sentences. Then have pupils look at the pictures in the story to find out what Tess is doing.

ANSWER KEY: She’s building a sandcastle.

2 ●

●

Listen or watch.

6.07

IMAGINE HELPER Read Clara’s questions in the speech bubble. Elicit ideas and encourage pupils to think about why Basil created the beach. Point out that perhaps the children don’t have a beach nearby and Basil wanted to make the children feel like they were on holiday. You could also discuss how the beach provides ways of playing or doing activities together. Elicit the importance of working together as a team to solve a problem and taking responsibility, like the children in the story who work together to build an amazing sandcastle.

Tell pupils they are going to listen to a story about the children at a beach inside the Explorers Club. Play the audio or the video and have the pupils follow the story in their books.

148

Starting the lesson

Learning path

Flashcards

Pre-reading: Activity 1

Story: Activity 2

Story animation

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6 3 Who says what? Write, match and say. ●

ANSWER KEY: 1 play, Oscar, 2 collect, Clara, 3 build, Tess

Activity Book page 50

ANSWER KEY: sandcastle, 2; want, shells, 1; to, football, 3

4 Act out. ●

Have pupils act out the story in small groups. Give each group a set of story cards to help. Each pupil plays one character from the story, repeating their lines as they hear them. Play the audio and pause after each frame. Once pupils are familiar with the lines, have them act out the story without the audio and improvise.

Read and write for you. Pupils complete the sentence with their own ideas. They can use activities from previous units.

I can shine!

Tick (✓) for you. Then say. Pupils read the sentence in the speech bubble and then tick the pictures of the activities they want to do.

Pupils colour the Imagine checkpoint pebble.

Assess

I can shine!

Look and read. Then write and number. Pupils look at the pictures, read the sentences and write the correct word from the wordpool. They then put the sentences in the order from the Pupil’s Book story.

ACHIEVE The pupil can read or say lines from the story without extra support.

Extra time: Pupils choose their favourite frame from the story and share with their partner.

Activity 2 ADJUST The pupil can repeat lines from the story when prompted. ➔ Provide more support by building up the lines, pausing the audio after each short phrase. EXCEED The pupil can read or say lines from the story unprompted and can improvise.

●

Imagine

●

Draw pupils’ attention to the three sentences and the words in the wordpool. Pupils complete the sentences. Pupils then match the sentences with the three children. SUPPORT Read each sentence together and elicit which verb is missing. Then have pupils find the sentence in the story to find out who says it. STRETCH Have pupils extend the activity by imagining what the other characters (Stella, Basil and Peanut) might want to do.

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

Story extension

Have pupils think of other activities you can do at the beach and draw a picture. Some examples might be: play with a beach ball, go swimming, go snorkelling, collect crabs, go fishing, fly a kite.

Audioscript

1 Tess Oscar 2 Clara Basil Tess Clara 3 Tess Oscar

Thanks for breakfast, Stella! Oh! What’s this? Is this sand from the beach? Yes, it is! Look at the shells! I want to collect shells! I want to build a sandcastle. I want to play football! Basil, do you want to play? Basil Yes, I do! Clara I’ve got shells for your sandcastle, Tess. Tess Thanks, Clara. They’re nice! Oscar Great sandcastle, Tess! Oscar Oops! Oh, no! Sorry, Tess! Tess and Clara Oscar! Basil Why don’t we all build a sandcastle? Tess Yes, please! Oscar I want to go on holiday! Clara Me, too! Stella Happy holidays!

Ending the lesson ●

Give each pupil a slip of paper. Tell them to think of one activity they would like to do in the next lesson and to write a sentence using I want to… Monitor and help, providing any necessary language and writing on the board. As pupils leave, take in the slips of paper. In each lesson, try to incorporate one of their ideas.

Imagine Helper

I can shine: Activities 3 and 4

Story extension

Activity Book Practice

Ending the lesson

Learning path

M09_RS_TB2_5966_M09.indd 149

149 2/23/21 11:33 AM

Lesson 4 – Vocabulary and structures

Pupil’s Book page 68

Objectives • Lesson aim: to ask and answer questions about what we want to do at particular times • Target language: Do you want to (play) (in the morning)? Yes, I do / No, I don’t; morning, afternoon, evening, night • Recycled language: make breakfast, play tennis, play the recorder, read comics, ride a bike, sleep

Build: building confidence B • Build confidence through repeated u i l d drilling of the target language in the chant. To make this more fun, say the chant faster and faster each time. Have one pupil at the front hold up the flashcards for the times of day as you chant. • Write the lesson objective on the board: We’re learning words to talk about the time of day.

GSE • Receptive: Listening: Can follow a simple conversation between two people or characters, if supported by pictures. • Productive: Writing: Can use capital letters and end punctuation correctly in simple sentences.

Materials • Audio; Flashcards

Starting the lesson Lesson 4

6.08

●

Listen and find. 1 morning 2

2 afternoon

6.09

evening

Listen and tick (✓). Say. 4 night

D i a g n o s e As you come into class, instead of saying Good (morning), everyone!, change the time of day. If you have class in the morning, pretend it is the afternoon and vice versa. See if pupils notice. If not, hold up the flashcard as you say it again and elicit that you have chosen the wrong flashcard. Have pupils correct you, then greet them correctly.

1 3

6.10

Listen, read and say.

●

Do you want to play? Yes, I do. / No, I don’t.

C h a nt

Do you want to play in the morning? Yes, I do! Do you want to play in the afternoon? Yes, I do! Do you want to play in the evening? Yes, I do! Do you want to play at night? No, I don’t! I want to sleep!

●

4 Follow, choose and write. Ask and answer.

●

in the morning?

1 Do you want to in the

2 Do you want to

3 Do you want to

? evening?

Vocabulary and structures Times of day; Do you want to (play) (in the morning)? Yes, I do. / No, I don’t.

●

Listen and find.

Use the flashcards and word cards to present the new vocabulary. Hold up each card and say the words for pupils to repeat. Draw pupils’ attention to the pictures of Oscar and Tess. Ask What do they want to do? Look at the pictures together and ask pupils what activities they can see. Play the audio and ask pupils to point to the activities Oscar wants to do.

2 ●

6.08

6.09

Listen and tick (✓). Say.

Tell pupils to listen to find out what Tess wants to do and when. Play the audio. Pupils tick the picture of what Tess wants to do at each time of day. Play the audio again, pausing after each line for pupils to repeat the words. Then hold up the flashcards again and ask questions to elicit each new word, e.g. What does Tess want to do in the morning? ANSWER KEY: 1 play tennis, 2 ride a bike, 3 read comics, 4 sleep

Extra activity Ask pupils questions using the pictures, e.g. Do you want to play tennis in the morning?

150

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Build Helper

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6 BUILD HELPER

Extra time: Pupils read the question and share their answers with a partner.

Activity 1 3 ● ●

●

6.10

Listen, read and say.

4 Follow, choose and write. Ask and answer. ●

●

Pupils follow the lines to match the times of day with an activity. Model the activity first. Ask Do you want to play the guitar in the morning? and elicit Yes, I do or No, I don’t. Pupils read the questions and complete with the activities. They then answer the questions with short answers. Pupils then ask and answer their questions in pairs. They can do this as a personalisation activity or from the point of view of the characters. ANSWER KEY: 1 play the guitar, 2 read comics, afternoon, 3 collect shells, the

Ending the lesson ●

Play the chant again and have pupils join in. Then put pupils in groups and have each group perform the chant. They can perform it in any way they like: with the audio track, without it, with a dance, etc.

Activity Book page 51

Look and write. Pupils look at the pictures and write the time of day.

ANSWER KEY: 1 morning, 2 afternoon, 3 evening, 4 night

Number to make sentences. Match. Then answer for you. Pupils put the parts of the questions in order and match to the pictures. They then answer according to their personal preferences and write short answers.

Audioscript

Tess It’s Saturday! What do you want to do, Oscar? Oscar In the morning, I want to make breakfast. In the afternoon, I want to play my recorder. In the evening, I want to read comics. I want to sleep at night!

Activity 2

Morning Oscar Do you want to make breakfast in the morning, Tess? Tess No, I don’t. I want to play tennis! Afternoon Oscar Do you want to play your recorder in the afternoon? Tess No, I don’t. Oscar Do you want to ride your bike? Tess Yes, I do! Evening Oscar Do you want to read comics in the evening? Tess Yes, I do! Night Oscar Do you want to sleep at night? Tess Yes, I do!

Activity 3 Oscar

Let’s go everybody, listen to me! Do you want to play in the morning? Tess Yes, I do! Yes, I do! Oscar Do you want to play in the afternoon? Tess Yes, I do! Yes, I do! Oscar Do you want to play in the evening? Tess Yes, I do! Yes, I do! Oscar Do you want to play at night? Tess No, I don’t! No, I don’t! I want to sleep! Oscar Let’s go everybody, chant with me! Children Do you want to play in the morning? Yes, I do! Yes, I do! Do you want to play in the afternoon? Yes, I do! Yes, I do! Do you want to play in the evening? Yes, I do! Yes, I do! Do you want to play at night? No, I don’t! No, I don’t! I want to sleep!

Practice: Activity 3

Presentation: Grammar

Practice: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Build

Point to Oscar the Build Helper and have pupils read the question and answers. Ask pupils if they invite other children to join them when they are playing. Discuss the importance of asking people to join in so that nobody feels left out. Have pupils walk around the classroom inviting each other to play and responding. Point out that they can refuse politely by saying No, thank you.

ANSWER KEY: 1 Do you want to play tennis in the morning? b 2 Do you want to read comics in the afternoon? c 3 Do you want to play the guitar in the evening? a

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Lesson 5 – Communication

Pupil’s Book page 69

Objectives • Lesson aim: to ask about holiday activities. To use the sounds u and e • Speaking function: to ask and answer about what someone wants to do • Recycled language: Do you want to…? Yes, I do / No, I don’t; build a sandcastle, collect shells, play football, play on the beach, read a comic, ride a bike; morning, afternoon, evening, night GSE • Receptive: Listening: Can understand simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures. • Productive: Speaking: Can answer simple questions about very familiar topics, if delivered slowly and clearly. Can talk about plans for the near future in a simple way.

onder

ma ine g

Lesson 5

ick (✓). Say.

6.11

Starting the lesson ●

Listen and match. Then tick (✓) for you and say.

morning

Materials • Audio; colouring pencils, scissors, glue

Shine

Grow

Build

Build: building confidence Build • Build confidence by encouraging pupils to see how they are building upon what they learnt in Lesson 4 to now create longer sentences and dialogues. Have them notice how short answers (e.g. Yes, I do) can be followed by a new sentence: I want to… Tell pupils to build up their conversations step by step: 1 Ask a question. 2 Answer the question with a short answer. 3 Say a new sentence. 4 Ask a question, and so on. • Write the lesson objective on the board: We’re learning to ask and answer about holiday activities.

afternoon

Choose, mime and play.

6.12

Listen, write and say.

My sounds

Do you want to collect shells in the morning?

●

Yes, I do.

The sun is out, let’s have fun. It’s cold and wet, let’s go to bed!

I can shine! 4

●

evening

Cut out, ask and answer.

Do you want to ride a bike?

●

Yes, I do! I want to ride a bike in the afternoon. Do you want to play football?

●

Communication Asking about holiday activities; sounds u and e.

Listen and match. Then tick (✓) for you and say. Draw pupils’ attention to the pictures and elicit the activity in each one. Tell pupils they are going to listen to people having conversations about what they want to do. Play the audio and ask pupils to match the activities with the times of day. Play the audio again and have pupils tick for them and say the activities and times of day. Extend by eliciting sentences from the class, e.g. I want to play on the beach in the morning. 6.11

ANSWER KEY: morning: play on the beach, afternoon: collect shells, evening: read comics

I can talk about what I want to do on holiday.

152

Play a Bingo game with the class. Have them draw a table like the one in Lesson 4, Activity 1 with the times of day across the top and eight activities below these. Stick the word cards for the activities from this unit and those from Unit 4 for them to choose from and draw or write. Call out sentences with an activity and a time of day, e.g. I want to play the guitar in the morning. If pupils have the activity in the right column, they cross it out. Continue with different activities and times of day until one pupil has crossed out all their activities and wins.

2 Choose, mime and play. ●

Model the activity with one pupil using the speech bubbles. Ask questions to check comprehension: Does he/she want to collect shells? What does he/ she want to do in the morning?

Starting the lesson

Learning path

Practice: Activity 1

Speaking support

Practice: Activity 2

Practice: Activity 3

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6 ●

3 ●

●

6.12

My sounds

Listen, write and say.

Have pupils look at the picture and say what they see. Try to elicit sun, fun, bed and wet. Ask What sounds do they have? Drill the key sounds u – u – sun/fun and e – e – wet/bed. Play the audio. Ask pupils to listen, point to the things in the picture and repeat the sounds. Play the audio again and have pupils repeat each line and trace the sounds.

Extra activity Have pupils extend the activity by thinking of more words with the vowel sounds and draw pictures to make a poster. You could assign each group a different vowel sound, including those taught in previous units.

to you using the target language, e.g. Do you want to play tennis in the afternoon? That pupil passes the sentence to the next pupil by whispering quietly. When the sentence reaches the last pupil, they say it out loud. How similar or different is it from the original?

Activity Book page 52

6.13

●

Have pupils cut out the thought bubbles. They complete the blank thought bubble with an idea of their own. Model the activity using the speech bubbles. Elicit different ways of completing the questions and answers. Pupils use the thought bubbles to ask and answer questions in pairs.

Assess

I can shine!

ACHIEVE The pupil can ask about and say what someone wants to do using target language from the unit. ADJUST The pupil can ask about and say what someone wants to when prompted using some of the target language. ➔ Support pupils with additional practice using flashcards and modelling sentences. EXCEED The pupil can ask and answer questions about what someone wants to do using full question forms and responses and all the target language without support.

Listen and tick (✓) or cross (✗). Then ask and answer. Play the audio. Pupils listen and put a tick or cross in the table next to the pictures. They then use the prompts to ask and answer questions about the activities, e.g. Do you want to play football in the morning? Yes, I do / No, I don’t.

ANSWER KEY: Morning: ✓ play football Afternoon: ✗ read comics, ✓ swim

6.14

4 Cut out, ask and answer. ●

Build

Pupils ask and answer questions while miming in pairs. Encourage them to add more information to their answers, building up their conversation step by step (see Build tip).

Listen and repeat. Then write e or u. Play the audio. Pupils listen, repeat the word and write the correct letter for each sound.

ANSWER KEY: 1 e, 2 u, 3 u, 4 e, 5 e, 6 u, 7 u, 8 e

I can shine!

Choose and write. Then ask and answer. Check pupils understand that the pictures refer to the times of day. Pupils choose what they want to do in the morning, afternoon, evening and at night. They then compare their choices with a partner.

Pupils colour the Build checkpoint pebble. Extra time: Pupils read the question and share their answer with a partner.

Activity 1

Audioscript

Child 1 Do you want to play on the beach in the morning? Child 2 Yes, I do. Good idea. Child 1 Do you want to ride a bike in the afternoon? Child 2 No, I don’t. I want to collect shells. Child 1 Okay! Do you want to read comics in the evening? Child 2 Yes, I do. I love comics!

Activity 3 ●

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

Ending the lesson ●

Play the telephone game. Have pupils stand or sit in a circle. Whisper a sentence or question to the pupil closest

u u u sun u u u fun e e e wet e e e bed The sun is out, let’s have fun. It’s cold and wet, let’s go to bed!

Phonics practice

Extra activity

I can shine: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 6 – Global Citizenship

Pupil’s Book page 70

Objectives • Lesson aim: to explore different holiday destinations • Cross-curricular connection: Geography • Global Citizenship theme: Awareness of dangers and how to stay safe on holiday • Target language: flag, dangerous, safe, sea • Recycled language: build sandcastles, collect shells, sleep; climb, eat, jump, ride a bike, sit, swim; cold, hot

al Citiz e ob

I try different food!

al Citiz e ob

Materials • Audio; Video; Flashcards; coloured paper n

GSE • Receptive: Listening: Can recognise isolated words related to familiar topics, if spoken slowly and clearly and supported by pictures or gestures. Can understand basic phrases about the weather,alifCitspoken slowly and clearly.al Citi al Citiz ize ze bal Citize e ob ob • Productive:obSpeaking: Can ask someone about their olikes OptA and dislikes in a basic way. Can express likes and dislikes in Let’s be share I celebrate all I play with relation to familiar topics Iin friends toys!a basic way. families! friends!

Grow: Nurturing growth in society G ro w • Promote Global Citizenship by encouraging pupils to recognise dangers and take responsible decisions in order to stay safe. Discuss the importance of paying attention to warning signs and following the rules. • Write the lesson objective on the board: We’re learning words to talk about staying safe on holiday.

I appreciate special clothes

Starting the lesson ●

OptB Lesson 6 6.15

Listen, look and find. sea

flag

I celebrate all families!

6.16

safe

I play with friends!

Ask pupils where they went on their last holiday. If possible, before the lesson, ask pupils to bring I appreciate special clothes in photos of their holidays. They can do a Show and Tell or show their pictures to each other in small groups.

I try different food!

Lorem ipsum

Listen and number. dangerous

OptC

Ask pupils to look at the pictures and say what I appreciate they see. special clothes ● Play the audio and present the vocabulary flashcards for pupils to repeat each word. Check comprehension of safe and dangerous by al Citiz al Citiz what e e green and red flags mean. ob eliciting ob the ● Then hold up each card for pupils to say the word and say in which picture they can find it. I try different I appreciate I try different food!

al Citiz e ob

I play with friends!

Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

food!

●

Think and share!

Do you prefer cold or hot weather on holiday?

154

special clothes

Ask pupils to say if they go on holiday to the beach and encourage them to say which picture is similar to their experience. D

2 ●

I celebrate all families!

I share toys!

Let’s be friends

3 Look and write S (safe) or D (dangerous). Say.

Listen, look and find.

●

OptD

6.15

I stay safe on holiday.

Let’s be friends I share toys!

iagn ose

6.16

Listen and number.

Play the audio and have pupils listen and number the pictures. Ask pupils what the red flag and the green flag mean. Elicit that the flags indicate whether or not you can go in the water. Ask pupils why it’s important to follow these rules and elicit that a red flag means it’s dangerous to swim. ANSWER KEY: 2, 1

Watch and listen.

Global Citizenship Water safety

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Practice: Activity 2

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3 ● ●

●

Look and write S (safe) or D (dangerous). Say. Review the meanings of safe and dangerous. Tell pupils to look at the pictures and decide whether each one is safe or dangerous. Pupils can then compare their answers in pairs. As

sess

ANSWER KEY: 1 S, 2 S, 3 D, 4 D

4 ● ●

Watch and listen. Tell pupils that they are going to watch the video again. Play the video and have pupils notice any possible dangers that the children might need to be careful of. FUTURE SKILLS: critical and reflective thinking skills Have pupils think of more dangerous situations that can occur on holiday. Give them some places to think about, e.g. a swimming pool, the mountains, a lake, a busy city. In groups, pupils brainstorm possible dangers. Then have pupils swap their list with another group. They now have to design a warning sign for each situation, e.g. crossing the road in a busy city: wait until the traffic light is green. Pupils could also draw a picture of the green man on a traffic light.

GROW HELPER Read Basil’s question as a class. Have pupils think about which type of weather they prefer and why. Then have them share their ideas with a partner before sharing with the class. Encourage pupils to give reasons for their answers.

Background information (Culture and CLIL) In this lesson, pupils explore safety in different holiday destinations. Ask pupils how the weather or climate might affect the activities we do on holiday. Encourage them to think about safety and why it might be dangerous to do some activities in certain conditions.

Ending the lesson ●

Before the lesson, prepare one red and one green piece of paper and stick them back to back so that you have a double-sided sign. Tell pupils to choose one of the activities from the unit, e.g. collecting shells. They stand up and mime doing their activity. However, they can only do the activity if the green flag is up. If the red flag is raised, they must freeze. The last pupil to stop moving is out. Hold up the green side, then turn around at a strategic moment to display the red side. Each time a pupil is eliminated, you could have them come to the front and hold up the flag.

Activity Book page 53

Look and write. Then say. Pupils look at the pictures and complete the sentences with the words from the wordpool.

ANSWER KEY: 1 sea, safe, 2 flag, dangerous Grow Helper: Pupils read Basil’s question and discuss their answers in pairs. This question involves thinking about why people need or want holidays and why they like or don’t like them. We can do different things when we aren’t in our daily routine / at school and that often makes us feel better. We can do different activities or eat different foods, especially if we are lucky enough to travel to different countries. We can speak English to other children if we go abroad.

Activity 1 1 the sea

2 a flag

3 safe

Audioscript

4 dangerous

Activity 2

1 Child 1 Look at this photo! What’s this? Child 2 Hmm… It’s windy and the sea is dangerous. I can see a red flag at the beach. Red flag means you can’t swim. 2 Child 1 Look at this photo! It’s great! Child 2 Oh, yes! The weather is hot and sunny. I can see a green flag – the sea is safe. Green flag means you can swim.

Practice: Activity 3

Our World video: Activity 4

Grow Helper

Activity Book Practice

Ending the lesson

Learning path

M09_RS_TB2_5966_M09.indd 155

Grow

Ask them how they protect themselves from the sun when it’s hot or from the cold in winter. Some ideas may be: in hot weather: wear sunscreen; wear longsleeved clothes; wear a hat and sunglasses; stay in the shade; drink lots of water; avoid strenuous activities; in cold weather: wear warm, waterproof clothing; keep your hands, feet and head warm with gloves, warm socks, boots and hats; keep moving.

RECEPTIVE SKILLS TIP Before the first listen, ask pupils which words in Activity 1 can be used to describe each picture. Predicting the words that somebody might use can help us understand a listening text because it gives us something to listen for. Tell pupils to listen for the words they matched with the pictures to help them identify the picture in each conversation.

155 2/23/21 11:33 AM

Lesson 7 – My Everyday English

Pupil’s Book page 71

Objectives • Lesson aim: writing a holiday postcard • Functional language: Dear (Grandad), Miss you, See you soon • Text type: a postcard • Recycled language: I like…; The weather is…; build sandcastles, play on the beach; swim; sea; cold, hot GSE • Receptive: Reading: Can understand simple phrases about likes and dislikes. • Productive: Writing: Can write a standard greeting in a card, given a model. • Productive: Speaking: Can ask someone about their likes and dislikes in a basic way. Can express likes and dislikes in relation to familiar topics in a basic way.

ma ine g

onder

Build

6.17

Materials • Audio; Flashcards; postcards

Starting the lesson ●

Going on holiday

Lesson 7

Shine

Grow

Grow: Nurturing growth in society G ro w • Promote Global Citizenship by fostering empathy and encouraging pupils to recognise diversity of interests and choosing a destination that is suitable for everyone, not just their own favourite place and activities. • Write the lesson objective on the board: We’re learning to talk about what we like and don’t like on holiday.

Listen and read. Then circle. 1

Dear Grandad, This holiday is great! I’m playing on the beach, building sandcastles and swimming in the sea. The weather is hot and sunny. Miss you, Jake

Greetings

from holidays!

Holiday fun! 3

RECEPTIVE SKILLS TIP Tell pupils that looking at a text before we read it can help us understand it. First, we need to know what type of text it is. Have pupils look at the postcard. Ask What is it? Is it a book/magazine/letter/instructions/comic? Elicit that it is a postcard. Ask pupils when people usually send postcards (when they’re on holiday) and what they write on them (they usually say how they’re having a good time, talk about the activities they’re doing and what the weather is like).

Happy holidays!

2 Read and complete.

I can shine! 3 Let’s go on holiday!

Dear

Look! I like the sea!

I like / don’t like my holiday! and

The weather is . and

I’m See you soon,

Bring in some postcards to show pupils. These can be old postcards you’ve received or you can sometimes find postcards in tourist offices, museums and libraries, as well as shops. Alternatively, you could find pictures of postcards online. Have pupils look at the postcards and find out where they’re from, what pictures they have and what people write on them.

. ●

Hmm, I don’t. I like cold weather.

●

I can talk about my holiday. My Everyday English I like (the sea). I don’t. I like (cold weather).

●

6.17

iagn ose

Listen and read. Then circle.

Have pupils look at the three pictures and say what they can see. Draw pupils’ attention to the postcard text. Play the audio and have pupils follow the text on the postcard to find out which picture is on the back. Ask follow-up questions and have pupils read the postcard again to answer: Who wrote the postcard? Who is he sending it to? What activities is he doing on holiday? What’s the weather like? ANSWER KEY: 2

156

Starting the lesson

Learning path

Flashcards

Practice: Activity 1

Practice: Activity 2

Speaking support

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6 I can shine!

ACHIEVE The pupil can write a postcard and choose a holiday destination collaboratively. ADJUST The pupil can complete a postcard when a model is provided and say what they like or don’t like about different holidays.

2 Read and complete. ●

Tell pupils that they are going to write their own postcards. Look at the partially completed postcard together. Tell pupils they have to decide who they are sending the postcard to and whether or not they like their holiday. Then they write about the weather and the activities they are doing.

EXCEED The pupil can write a postcard and choose a holiday destination collaboratively and spontaneously with improvisation.

●

EXAMPLE ANSWER: Dear Granny, I like my holiday! The weather is hot and sunny. I’m playing on the beach and eating ice cream. See you soon, Adrian

FACILITATING SPEAKING IN CLASS Before doing Activity 3, give pupils strategies for continuing a conversation. Tell pupils that it’s normal if they sometimes don’t know what to say or get stuck. Tell them that if they can’t remember a word in English, they should try to think of a new idea to say and start their sentence again. Encourage them to help each other out when they’re stuck.

3 Let’s go on holiday!

●

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

Extra activity

SUPPORT Display the model postcard in Activity 1 on the board or have pupils look at it in their books. Write the following questions on the board and ask pupils to find and underline the answers: Does Jake like his holiday? What’s the weather like? What activities is he doing? Pupils then use the underlined phrases as a model. STRETCH Have pupils extend their writing by saying when they want to do different activities using expressions for the time of day.

●

Assess

Ask pupils to look at the photo and elicit that the children are discussing where to go on holiday. Drill the speech bubbles with the class. Pupils talk about the pictures in Activity 1. Alternatively, you could give them holiday brochures or postcards to look at. Remind pupils to use the target language: I like / don’t like. Monitor and help where necessary.

Extend the speaking activity by turning it into a shopping roleplay. Pupils can set up a travel agency using brochures or pictures. Half of the class are travel agents and the other half are customers. The customers go to one of the travel agencies in pairs and act out booking a holiday.

Ending the lesson ●

Play a true or false game. Tell pupils to write one true sentence and one false sentence about what type of holiday they like, e.g. I like cold weather in the mountains. In small groups, pupils read out their two sentences. The other pupils guess which is true and which is false.

Activity Book page 53 I can shine!

Read and write for you. Then act out. Pupils read the model postcard. They then complete the other postcard with their own ideas and act out for the class.

Pupils colour the Grow checkpoint pebble. Extra time: Pupils talk about how they use English on holiday.

Activity 1

Audioscript

Dear Grandad, This holiday is great! I’m playing on the beach, building sandcastles and swimming in the sea. The weather is hot and sunny. Miss you, Jake

I can shine: Activity 3

Extra activity

Activity Book Practice

Ending the lesson

Learning path

M09_RS_TB2_5966_M09.indd 157

Grow

FUTURE SKILLS: enquiry and imagination skills Have pupils research some popular holiday destinations in their country. They can find and print pictures and use these for their postcards. Encourage pupils to use their imaginations to pretend that they are on holiday in one of these places and to think about the different things they can do, see, eat, etc.

157 2/23/21 11:33 AM

Lesson 8 – Review

Pupil’s Book page 72

Objectives • Lesson aim: to review the language from Unit 6 • Revised language: build a sandcastle, collect shells, go on holiday, play on the beach, read comics, sleep; morning, afternoon, evening, night; I want to…; I like / don’t like…

Shine: Time to shine! Shine • Encourage pupils to reflect on what they have learnt during the unit. Before ending the lesson, ask pupils to look back through the unit and find five words or expressions they have learnt, three activities they enjoyed and one activity or area they think they need to practise more. Pupils can share their answers in pairs. Encourage pupils to respond positively to each other and think of how they can help each other with any problematic areas. • Write the lesson objective on the board: We’re reviewing what we’ve learnt in the unit.

GSE • Receptive: Reading: Can understand simple sentences about the weather, if supported by pictures. • Productive: Speaking: Can ask someone about their likes and dislikes in a basic way. Can show interest in an idea using simple language and gestures. • Productive: Writing: Can write simple phrases with appropriate spacing between words.

Materials • Flashcards

Starting the lesson

day trip!

Let’s plan a holi Step 1

●

Review

1 Find and write.

2 What activities do you like? Tick (✓).

comics holiday build shells collect sandcastles beach sleep 5 ●

1 go on 2

3 play on the

Step 1: Review

4 5 read

●

3 Read and complete. Ask and answer. 1

In the morning, I want to

In the afternoon, I want to

4 Choose and say. . .

Do you want to sleep on holiday?

I like weather on holiday.

Unit review Unit objectives review

M07_RS_PB2_5515_M07.indd 72

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 through reading and writing in Activity 1. Activity 2 helps review and personalise the story ideas and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and language of the Build spread and Activity 4 encourages a more personalised use of the target language from Lesson 7.

1 Find and write.

9/29/20 2:31 PM

●

158

D i a g n o s e Before the lesson, write each word of a sentence, including target language from the unit, on a piece of paper, e.g. In the evening, I want to read comics. Make a different sentence for each group of pupils. Each pupil will get a different word, so the number of pupils in a group needs to be the same as the number of words in the sentence (e.g. for an eight-word sentence, there needs to be eight pupils in the group). Jumble the words. In their groups, give each pupil a piece of paper containing a word. Pupils hold their paper out in front of them and then try to stand in order to make a correct sentence. The first group to form their sentence wins.

Ask pupils to look at the words in the wordpool and elicit how to pronounce each one. Ask pupils to look at the picture and name the activities they see.

Starting the lesson

Learning path

Review: Activity 1

Review: Activity 2

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6 ●

Have pupils find each number in the picture and complete the phrases in the spaces provided.

Activity Book pages 54–55

ANSWER KEY: 1 collect shells, 2 go on holiday, 3 build a sandcastle, 4 play on the beach, 5 read comics, 6 sleep

2 What activities do you like? Tick (✓). ●

Pupils look at the picture and tick all the activities they like. They can then compare their answers with a friend. Encourage them to say I like / don’t like… FUTURE SKILLS: critical and reflective thinking skills Ask pupils if they have been to the beach. If so, ask them if the sand was wet or dry. Elicit or explain the wetness of the sand depends on the tide. You could show a video or draw a picture to demonstrate. When the tide is high, there is a lot of wet sand. When the tide is low, the sand is dry because the water doesn’t reach it. Ask pupils to think about when the best time to collect shells is – when the tide is low or high. Repeat with building sandcastles and any other beach activity. Pupils may be interested in how rock pools are formed when the tide is low (as they are covered in water at high tide).

●

Ask What do you want to do on holiday? Draw pupils’ attention to the question in the speech bubble and drill. Elicit answers from one or two pupils. Pupils complete the sentences with activities from Activity 1. They could also choose to write other activities they know in English from earlier units. Pupils ask and answer questions about the activities they want to do in pairs.

4 Choose and say. ●

●

Pupils think about the type of weather they prefer when they are on holiday and complete the sentence. Pupils read their sentences to each other in pairs.

Fast finishers Pupils can draw pictures of what they like to do in different types of weather and write a sentence, e.g. I like wet weather when I’m watching TV. I like hot weather at the beach.

Write and circle for you. Then ask and answer. Pupils complete the questions with the words in the wordpool. They then circle the short answer with their own answers and share with a partner.

ANSWER KEY: 1 want, 2 you, 3 Do, 4 want Extra time: Pupils look back at their Pupil’s Book and find the answer to the riddle. ANSWER KEY: a sandcastle

Stick and colour. Then tell a friend. Pupils cut out the corners from each page in their Activity Book, stick them in the correct space and colour the pictures. Then they ask and answer with a partner about the completed scene. Encourage them to think of and use structures they have learnt in previous units, e.g. Where’s the sandcastle? It’s on the beach. Is it big or small? Do you want to build a sandcastle? Yes, I do / No, I don’t. Do you want to play on the beach?

Read. Then think and write. Pupils complete the graphic organiser with activities they have learnt in the unit according to where they want to do them.

3 Read and complete. Ask and answer. ●

Look and write. Pupils look at the picture and write the phrases.

Shine

ANSWER KEY: 1 holiday, 2 sleep, 3 beach, 4 collect shells, 5 comics, 6 build sandcastles

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: Pupils do this activity at home. They make a jigsaw using a template. On the jigsaw, they draw a holiday picture. They then stick it on to card and cut up into pieces. Encourage pupils to bring their jigsaws to class.

Ending the lesson ●

Have pupils draw a picture of anything they like that represents the unit theme. Encourage them to look back through the unit and at what they’ve done as they draw. Then display the pictures on the classroom walls and have pupils do a gallery walk, looking at each other’s pictures and asking questions.

Review: Activity 3

Review: Activity 4

Activity Book Practice

Ending the lesson

Learning path

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Lesson 9 – Project: Let’s plan a holiday trip! Objectives • Lesson aim: to create a holiday trip plan • Revised language: build a sandcastle, collect shells, go on holiday, play on the beach, read comics, sleep; morning, afternoon, evening, night; I want to…; I like / don’t like…

Shine: Time to shine! Shine • Foster teamwork and collaboration skills by encouraging pupils to work with different classmates in some lessons, instead of always working with their friends. Explain how it’s important to be able to work together with all kinds of people and make decisions together. See Starting the lesson for an idea on how to set this up. • Write the lesson objective on the board: We’re going to make a plan for a holiday trip.

GSE • Productive: Writing: Can spell a range of common words. • Productive: Speaking: Can talk about plans for the near future in a simple way.

ma ine g

onder

Build

Grow

Pupil’s Book page 73

Materials • Plain paper, colouring pencils

S hine

Starting the lesson

Morning

To get pupils into groups with pupils they don’t normally work with, assign either morning, afternoon, evening or night to each pupil as they come in. Tell pupils to think of something that people usually do at that time of day and to act it out. They walk around the classroom miming their chosen activity and form a group with the classmates with the same times of day.

Afternoon

Step 2: Create

Step 2

●

Create

5 Think of activities. Write.

●

Create your holiday trip plan. Draw and write.

Monday Tuesday

●

Morning Afternoon

Describe your holiday trip plan.

Time to shine! 8

Share your holiday trip plan with the class.

I want to sleep in the afternoon!

Do you want to play on the beach?

●

Yes, I do. I want to play on the beach in the morning.

I can plan holiday fun with friends.

160

1 2 3 4

6 Unit project Holiday plans

This section revises Global Citizenship skills from the Build and Grow spreads like personalisation, creativity and collaboration. Activity 5 focuses on personalisation and Activity 6 promotes creativity. Activities 7 and 8 foster communication skills and collaboration as pupils talk about their plans and present them to the class. 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:

●

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

Starting the lesson

Learning path

Project: Activity 5

Project: Activity 6

Project: Activity 7

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6 5 Think of activities. Write.

Ending the lesson

●

Time to shine!

I try different food!

I play with friends!

ADJUST The pupil can talk about holiday activities and ask and answer about what they want or don’t want to do, but with errors. ➔ Play the chant from Lesson 4 again, asking pupils to repeat each sentence.

al Citiz e ob

Let’s be friends I share toys!

I celebrate all families!

al Citiz e ob

OptB

al Citiz e ob

I share toys!

al Citiz e ob

●

Let’s be friends

Pupils work in their groups to decide which activities they are going to include in their plan. Make sure that pupils are working in teams and that no one pupil is dominating. If pupils are working in groups of four, encourage them to choose one idea from each pupil. Pupils draw pictures and write about their ideas in a journal like the one in the picture. n

al Citiz e ob

OptA

I appreciate special clothes

Remind pupils of the Global Citizenship area of respecting choices and being tolerant to the preferences of others. Discuss why it’s important to spend time together with friends and family or our community and make sure everyone is happy. Encourage pupils to think of activities that everyone can enjoy. I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Assess

ACHIEVE With prompts, the pupil can talk about holiday activities using I want to… The pupil can ask and answer about what they want or don’t want to do using Do you want to…? Yes, I do / No, I don’t.

6 Create your holiday trip plan. Draw and write. ●

Have pupils give a one-minute lesson to a partner where they share everything they’ve learnt during the unit. They could share the new words and structures they have learnt, re-tell the story, sing the song, etc. After one minute, have pupils swap roles.

Shine

Tell pupils that they are going to plan the perfect holiday. Brainstorm ideas for fun activities that people can do on holiday. Accept all ideas and suggestions and write on the board. As well as the target vocabulary from the unit, some ideas might be dancing, singing, climbing, skating, water sports, boat trips, swimming, etc. Pupils think about what they would like to do in the morning and afternoon on Monday and Tuesday and write their ideas in the journal.

●

Lorem ipsum

OptC

al Citiz e ob

OptD

al Citiz e ob

I appreciate special clothes

I try different food!

EXCEED The pupil can talk about holiday activities and ask and answer about what they want or don’t want to do without prompts. The pupil helps other pupils with target language during pair/group work tasks. ➔ Work on the pupil’s intonation and pronunciation by modelling examples.

I play with friends!

I celebrate all families!

I share toys!

Let’s be friends

7 Describe your holiday trip plan.

Let’s be friends

I share toys!

● ●

●

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Draw pupils’ attention to the model in the speech bubble. Pupils talk about their holiday trip plan in their groups, saying what they like about it. Pupils also have the chance to evaluate and edit their work here. Encourage them to make suggestions to each other on how their plan could be improved. Pupils can then make final changes before presenting to the class.

Time to shine!

Unit 6 review notes ●

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

8 ●

●

Share your holiday trip plan with the class. A s ss se Tell pupils they are going to present their holiday trip plan to the class. Give them time to prepare and practise their presentations. Have each group present their ideas to the class. Then ask the other pupils if they have any questions or comments. Encourage them to say what they like about the plan using the target language from the unit.

PROJECT TIP: digitalisation Pupils can make a video or photo collage of their holiday trip plan using a video-making app. They can take photos of their drawings in their journal and upload, then add a soundtrack or narration and special effects or stickers.

Time to shine: Activity 8

Activity Book Practice

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 • Receptive: Listening: Can recognise familiar words and basic phrases in short, illustrated stories, if read slowly and clearly. • Receptive: Reading: Can understand very short, simple instructions on signs (e.g. No parking, No food or drink). • Productive: Speaking: Can talk about activities that are happening at the time of speaking. • Productive: Writing: Can use capital letters and end punctuation correctly in simple sentences.

6.18

3 Around me

Listen and number.

Min 4

Materials • Audio; Flashcards

What are you doing, Stella?

Look and point. Then ask and answer.

3 Read, write and match.

Starting the lesson ●

Tell pupils that you’re going to say a word and they have to find a picture of it in their books. Pupils can work in pairs. Choose a target word from Unit 5 or 6 and call it out. Pupils race to find a picture in their books, raising their hands when they find it. The first pair to find a correct picture gets a point. Repeat with other key words.

1 ●

●

6.18

Listen and number.

Ask pupils to look at the main picture. Play the audio and have pupils point to the food in the picture as they listen. Play the audio again and tell pupils to number the items in the picture in order. SUPPORT Before listening, use the flashcards to review the target vocabulary. STRETCH After listening, ask pupils to close their books and see if they can remember the order of the food in pairs.

2 Look and point. Then ask and answer.

●

Tell pupils that they are going to ask and answer questions about the people in the picture. Do an example as a model, using the speech bubbles. Point to Stella in the picture and ask What are you doing, Stella? Choose a pupil to answer. Pupils choose people in the picture and ask and answer questions about them.

●

Ask pupils to look at the words in the wordpool and check comprehension. Draw pupils’ attention to the sentences and elicit how to complete the first one. Pupils then read and complete the sentences and match with the pictures. ANSWER KEY: 1 build, b, 2 collect, c, 3 read, a

162

I want to

a sandcastle.

I want to

shells.

I want to

a comic.

Review 3 Units 5 and 6

Have pupils look at the two signs. Tell them that these signs are at the Explorers Club. Check comprehension by asking questions, e.g. Can you eat here? Can you climb here? Tell pupils they are going to design a new sign for the Explorers Club. Elicit ideas about the kinds of rules they could choose from, e.g. things you can and can’t do in different parts of the club. For example, perhaps there is an area where you can’t run or somewhere where animals aren’t allowed (e.g. in the kitchen). Pupils draw and write their sign.

Time to shine! 5 Read and tick (✓). ●

3 Read, write and match. ●

collect build read

4 Create a sign for the Explorers Club. ●

ANSWER KEY: 1 eggs, 2 burgers, 3 biscuits, 4 carrots, 5 an orange, 6 juice

●

I’m cooking!

6 Vote. Say and sing. ●

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

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Review

Time to shine! 5

1 I can read and write food and holiday words. 2 I can talk about food and holiday activities.

Create a sign for the Explorers Club.

You can have a snack here.

(mimes building a sandcastle). Pupil B: What are you doing? Pupil A: I’m reading a book. Pupil B (mimes reading a book).

Activity Book pages 56–57

Read and tick (✓).

Mini-project 4

ANSWER KEY: 1 juice, 2 build a sandcastle, 3 burger, 4 sleep, 5 collect shells, 6 making juice, 7 read comics, 8 cooking

3 I can ask what people are doing. 4 I can talk about what I want to do.

No climbing on the fence.

Look, read and write. Pupils read the sentences, look at pictures and write the words.

6.19 Listen and number. Then point and say. Pupils listen and number the pictures. They then take turns to point to a picture and act out the situation.

ANSWER KEY: 3, 4, 1, 2 6

Vote. Say and sing.

Read and write. Pupils read the sentences and complete them with the words from the wordpool.

My favourite song is

ANSWER KEY: 1 growing, 2 beach, 3 eating, 4 holiday My favourite new word is

4 Review 3

●

Draw. Then write and circle. Pupils draw a picture of a holiday and complete the sentences with the things they want to do.

Pupils write down their favourite word from Units 5 and 6. Allow pupils to write down more than one word if they wish to. Hold a vote to find out which song is the pupils’ favourite. Play the audio for the song and encourage everyone to join in.

Extra activity Ask pupils to look back through Units 5 and 6 and find things they can do on holiday. POSSIBLE ANSWERS: All or any of these activities: eating / drinking / buying / cooking / having breakfast/lunch/dinner/a snack / reading comics / meeting friends / building a sandcastle / collecting shells / playing on the beach / swimming in the sea / sleeping.

EXAMPLE ANSWERS: play football, collect shells, read comics

Time to shine!

Read, write and colour. Pupils complete the I can… statements with the number of new words they can read and write. They then colour the stamps in their Explorers Club passports.

Activity 1 1 2 3 4 5 6

Oscar Stella Clara Tess Oscar Oscar

Audioscript Look at all the food! Eggs… Burgers! Biscuits! Carrots! An orange! And juice!

Ending the lesson ●

Play a miming game. Tell pupils to choose an action and to mime it for their partner. Their partner asks What are you doing? The pupil answers, but they must say something different to what they are miming. Their partner then mimes the new activity. For example: Pupil A

Activity 5

Activity 6

Extra Activity

Activity Book Practice

Ending the lesson

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b lu C s r e r lo p x E e h Goodbye from t 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 phrases and sentences in short texts

Use phrases and short sentences to describe familiar people or objects, or express opinions

Initiate and participate in social exchanges / conversations in English

Consolidate target vocabulary and structures through story and song

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Unit overview Target vocabulary Course vocabulary consolidation: backpack, bike, build a sandcastle, burger, cap, cook, donkey, eggs, fish, flowers, garden, goat, go on holiday, grow, hall, horse, juice, kitchen, mascot, play football, play tennis, play the guitar, rabbit, skip, swim, swing, wall

Language stretch It’s holiday time.

Recycling and building Goodbye! Happy holidays!

Target structures Course structures consolidation: There’s (a horse) in (the garden). Where? It’s (behind) (the wall). I want to (go on holiday). Me, too! Can you (ride a bike)? Yes, I can.

Functional language I want to go there!

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

Key progress indicator chart GSE range for Level 2: 15-26 (stretch 29)

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 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 where people or things are, using basic phrases. (24)

Participate in common informational, academic or transactional exchanges using simple language and expressions.

Learners can describe the position of objects or people in a basic way, using pictures or gestures. (26)

Use simple language to talk about and describe familiar objects and situations.

Learners can express likes and dislikes in relation to familiar topics in a basic way. (29)

Use simple language to express basic opinions or feelings in short stretches of speech.

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Goodbye from the Explorers Club

Pupil’s Book page 76

Objectives • Lesson aim: to review language from Units 1–6 • Recycled language: backpack, bike, build a sandcastle, burger, cap, cook, donkey, eggs, fish, flowers, garden, goat, go on holiday, grow, hall, horse, juice, kitchen, mascot, play football, play tennis, play the guitar, rabbit, skip, swim, swing, wall

Shine: I can shine! • Tell pupils this is the final lesson in the book. Ask pupils to remember as much as possible about the characters and their lives from the whole book. Then have them look back at the work they have done throughout the year and comment on it in pairs or small groups. Encourage pupils to praise each other’s work and ask questions about it. • Write the lesson objective on the board: We’re reviewing what we have learnt in the book and saying goodbye.

GSE • Receptive: Reading: Can get the gist of a very simple illustrated story. • Receptive: Listening: Can understand simple sentences on familiar topics if spoken slowly and clearly and with pauses. • Productive: Speaking: Can show interest in an idea using simple language and gestures.

Happy holiday!

Club Goodbye from the Explorers What is Oscar doing?

7.01

Listen and explore.

I want to go on holiday. Me, too!

Look at this bike!

I can shine! 5

7.03

Sing and act.

S On

Goodbye, Stella, Tess and Clara, Basil, Oscar and Peanut, too! It’s holiday time and I’m an explorer! Lots of things to see and do! Goodbye! Goodbye! Happy holiday to you!

Draw you as an explorer. Then say. I’m an explorer! I want to…

7.02

Test your progress with English Benchmark Young Learners

Listen again and tick (✓).

What a great picture!

Level

3 76

Watch.

Goodbye

Starting the lesson: warm up ●

●

Big Picture: What is Oscar doing?

Put pupils into groups. Give each group one or more sets of flashcards and word cards, and have them mix them up and place face down on the table. Pupils play pelmanism, taking turns to turn over and match a flashcard and a word card. When they have finished, they place the cards face down and mix up for the next group. They stand up and move to another desk to play with the next set. Continue until each group has played with the cards on each table.

●

Ask pupils to look at the main picture and find D iagn ose Oscar. Ask What’s he doing? and elicit that he’s eating a burger. Ask further questions to elicit key vocabulary and language from Units 1–6, e.g. How many flowers are there? What’s Peanut sitting on? Can Basil ride a bike? Do you like burgers?

1 ●

●

166

7.01

Listen and explore.

Ask pupils to look at the picture and say what they think the children are talking about. Play the audio and have pupils point to the characters in the picture as they listen. Ask What do they want to do? (go on holiday).

Starting the lesson

Big Picture

Activity 1

Activity 2

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2 ●

●

Listen again and tick (✓). Draw pupils’ attention to the pictures and elicit the vocabulary. Play the audio again and have pupils tick the pictures as they hear them. Alternatively, you could have pupils raise their hand or stand up when they hear the words. 7.02

3 Watch. ●

Play the audio and ask pupils to follow in their books. Then act out 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. horse, ride a bike, Are you eating? and to raise their hands when they hear them.

4 ●

● ●

7.03

Sing and act.

Play the audio and have pupils listen and follow the lyrics on the page. Play the song again and have pupils join in. When pupils are confident, play the karaoke version (audio track 7.04) and have them sing along and do the actions.

5 Draw you as an explorer. Then say. ●

Pupils draw themselves dressed as explorers. They can also draw pictures of the activities they’d like to do in the holidays. They share their pictures and say what they want to do before they start school again.

Ending the lesson ●

Number. Then circle. Pupils put the stories in the order in which they appear in the units. They then circle the correct word in each sentence.

ANSWER KEY: a 3, donkey, b 6, football, c 2, kitchen, d 4, swim, e 1, mascot, f 5, cooking

ANSWER KEY: backpack, garden, horse, ride a bike, burger, go on holiday

●

ANSWER KEY 1 ✗, 2 ✗, 3 ✓, 4 ✓

7.03

Listen and write. Then sing. Pupils listen to the song and complete the gaps. They sing the song.

ANSWER KEY: Goodbye, Peanut, explorer, see, Happy

Activities 1 and 2 Tess Clara Oscar Clara Oscar Tess Oscar Tess All Clara Tess Oscar Basil Clara Tess Stella Tess Basil All

Audioscript

Wow! Look at the garden! There’s a horse in the garden. Where is it? It’s behind the wall. Oh, yes! Oscar, are you eating? Yes, I am! I’m eating a burger! Yum! I want to go on holiday. Me, too! Look at Peanut! He’s got a backpack! Come on, Peanut, let’s go on holiday. Basil, can you ride a bike? Yes, I can and… Look at this bike! Wow! It’s amazing. Let’s go explore! Look. What’s that? It’s the new library. Oh, I want to go there! Okay. But first it’s holiday time! Hooray! Happy holiday!

As pupils have finished Level 2, ask them to give each other a round of applause to celebrate completing the course.

Activity Book pages 58–59

Look and write. Pupils write the words under the pictures.

ANSWER KEY: 1 cook, 2 play the guitar, 3 build a sandcastle, 4 horse, 5 cap, 6 juice, 7 catch, 8 living room

2 3

Think and write. Then say. Pupils think about what they have got and about activities they want to do as an explorer and complete the chart. 7.05

The end of Level 2 is a good time to introduce English Benchmark Young Learners Level 1 to supplement in-course assessment. The formative information it provides can help inform remediation, summer assignments or planning for the following year. Having pupils take a test once per year enables teachers to track their progress throughout primary school. English Benchmark Young Learners is aligned to internationally recognised measures and therefore can also be used to assess readiness for external high-stakes exams. For more information on using English Benchmark Young Learners, administering the test and interpreting scores, please visit pearsonenglish.com/benchmark. English Benchmark Young Learners

Listen and tick (✓) or cross (✗). Pupils listen and put a tick or a cross next to the pictures.

Activity 3

Activity 4

I can shine: Activity 5

Activity Book Practice

Ending the lesson

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Let them shine!

Pupil’s Book page 78

Objectives • Lesson aim: to talk about celebrations • Target language: balloon, barbecue, cake, candle, present, sparkler

Materials: • Audio; Flashcards; Word cards; twigs, coloured paper strips, foil strips, cellophane strips, scissors, tape ●

Let them shine!

sparkler

ANSWER KEY: 1 candle, 2 sparkler, 3 cake, 4 balloon, 5 present, 6 barbecue

What can you see?

8.01

Listen and number. Say.

barbecue

balloon

●

candle

8.02

●

present

cake

Sing and act. Listen again and circle.

●

S On

3 Make a sparkler decoration. ●

3 Make a sparkler decoration. Have you got a sparkler? Yes, I have. Look!

●

Celebrations Let them shine!

Starting the lesson ●

●

Do a short guided visualisation with the class. Tell pupils to imagine that it’s their birthday. They are having a party to celebrate. Ask questions to encourage pupils to think about different aspects of their party. Pupils share what they imagined in pairs.

Ask pupils to look at the main picture and D iagn ose say what they can see. Elicit that the picture shows a birthday party. Point to things they may know in the picture and ask questions about what is going on.

1 ●

●

Listen and number. Say. Ask pupils to read the words and point to any they know in the picture. Play the audio and have pupils find the words in the picture and number them.

168

Draw pupils’ attention to the project picture and ask them what it shows (a sparkler). Show pupils the materials you have brought in and ask how they could use the materials to make a sparkler. Pupils make their sparkler decorations individually by cutting out strips of different coloured paper and sticking on to their stick. Pupils go round the class showing their sparklers to each other and asking and answering questions.

Ending the lesson ●

Play a miming game with the class. Nominate pupils to come to the front and mime using one of the items from the lesson, e.g. lighting a sparkler or cutting a cake.

Activity Book page 60

Big Picture: What can you see? ●

Sing and act. Listen again and circle. Tell pupils to imagine they are at the party in the picture. Ask What presents can you see? and elicit answers. Play the audio and have pupils point to the items in the picture as they hear them. Play the song again and have pupils join in and do actions. Play the song a third time and tell pupils to circle the presents that are in the song. 8.02

ANSWER KEY: watch, backpack, book, ball

It’s your birthday, let’s have fun! A cake and a sparkler for everyone! A watch, a backpack, a book and a ball! Thank you for my presents! I like them all!

Play the audio again and pause after each word for pupils to repeat it. Then have pupils trace the words.

8.01

8.04

Look and write. Then listen and circle. Pupils look at the numbered pictures and write the words on the lines. They then read the lyrics to the song, listen and find any of the words that are in the song.

ANSWER KEY: 1 candle, 2 present, 3 balloon, 4 barbecue, 5 cake, 6 sparkler Circle: cake, sparkler

Activity 1

1 a candle 2 a sparkler

3 a cake 4 a balloon

Audioscript

5 a present 6 a barbecue

Starting the lesson

Big Picture

Activity 1

Activity 2

Activity 3

Activity Book Practice

Ending the lesson

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Beautiful world

Pupil’s Book page 79

Objectives • Lesson aim: to talk about the natural world • Target language: desert, hill, jungle, mountain, ocean, sky

Materials: • Audio; nature sound effects; twigs, paper plates, paint, paintbrushes, scissors, glue

●

Beautiful world

sky

8.05

Listen and number. Say.

hill

Play the audio again and pause after each word for pupils to repeat it. Then have pupils trace the words. ANSWER KEY: 1 sky, 2 ocean, 3 jungle, 4 mountain, 5 desert, 6 hill

What can you see?

mountain

2 ●

desert

●

jungle

●

ocean

S On

8.06

Sing and act. Listen again and circle.

●

S On

3 Make a beautiful world. ●

3 Make a beautiful world.

●

I like mountains!

Celebrations Beautiful world

●

Starting the lesson ●

●

Play some nature sound effects and have pupils imagine the places they might hear the sounds. You could use an app for this or play a video with the screen off. Pupils draw a picture of the places they imagined while listening.

Big Picture: What can you see? ●

Ask pupils to look at the main picture and D iagn ose say what they can see. Elicit that the picture shows different places in the natural world. Point to things they may know in the picture and ask questions about what is going on.

1 ●

●

Sing and act. Listen again and circle. Tell pupils to imagine they are exploring the places in the picture. Ask What do you think you’ll see? and elicit answers. Play the audio and have pupils point to the places in the picture as they hear them. Play the song again and have pupils join in and do actions. Play the song a third time and tell pupils to circle the animals that are in the song. 8.06

ANSWER KEY: turtles, fish

This is a beautiful world! How can it be? Turtles in the ocean and fish in the sea! Animals on mountains and hills and in trees! This is a beautiful world! Do you know why? Animals in the jungle, in the desert, in the sky!

I love the ocean!

Listen and number. Say. Ask pupils to read the words and point to any they know in the picture. Play the audio and have pupils find the words in the picture and number them.

●

Draw pupils’ attention to the project picture and ask them what it shows (a paper plate symbolising Planet Earth). Ask pupils what things make the world beautiful. First, have pupils paint their paper plates using blue and green to represent land and ocean. They should then leave the paint to dry. Tell pupils to choose the things they love to make their picture of the world beautiful. Pupils can draw their own pictures or look for pictures in magazines or the internet that they can print and cut out. Once dry, they stick their pictures on to their plates. Pupils go round the class showing their beautiful worlds to each other and sharing what they like about them.

Ending the lesson ●

Put pupils in groups and place several of the pupils’ projects on the table in front of each group. Have pupils compare the different pictures and look for similarities and differences, e.g. This world has lots of flowers. That one has lots of animals.

Activity Book page 60

8.08

8.05

ANSWER KEY: 1 sky, 2 mountain, 3 jungle, 4 desert, 5 ocean, 6 hill Circle: ocean, mountains, hills

Activity 1

1 sky 2 an ocean

3 a jungle 4 a mountain

Audioscript

5 a desert 6 a hill

Starting the lesson

Big Picture

Activity 1

Activity 2

Activity 3

Activity Book Practice

Ending the lesson

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Amazing oceans

Pupil’s Book page 80

Objectives • Lesson aim: to talk about sea creatures • Target language: dolphin, octopus, seahorse, seal, shark, whale

Materials: • Audio; Flashcards; Word cards; paints, aluminium foil, scissors, glue

●

Amazing oceans What can you see?

8.09

ANSWER KEY: 1 whale, 2 dolphin, 3 seal, 4 seahorse, 5 shark, 6 octopus

shark

Listen and number. Say.

dolphin

2 ●

octopus

whale

●

seal

seahorse 2

8.10

Sing and act.

S On

g 3

●

Make an ocean scene.

What can you see in the ocean? At the bottom of the deep blue sea? Can you see a seahorse? Yes! Yes! Yes! I can see a seahorse, an octopus, a dolphin and a seal! A shark and a whale – at the bottom of the deep blue sea! Ocean animals which start with the letter s:

What’s in your ocean?

● There’s an octopus!

●

Celebrations Amazing oceans

●

Put pupils into groups and give them three minutes to come up with as many animals or living things that live in the ocean as they can. Then have each group share their ideas with the class. Write their suggestions on the board.

Ask pupils to look at the main picture and D iagn ose say what they can see. Elicit that the picture shows things that live in the ocean. Point to things they may know in the picture and ask questions about what is going on, e.g. What can the diver see? What colour is this animal?

1 ●

●

Sing and act.

Play the audio and have pupils point to the items in the picture as they hear them. Play the song again and have pupils join in and do actions. Play the song a third time and tell pupils to listen for animals that start with the letter s. Pause the song after each phrase for pupils to write down the animals.

3 Make an ocean scene. ●

Big Picture: What can you see? ●

8.10

ANSWER KEY: seahorse, seal, shark

Starting the lesson ●

Play the audio again and pause after each word for pupils to repeat it. Then have pupils trace the words.

Listen and number. Say. Ask pupils to read the words and point to any they know in the picture. Play the audio and have pupils find the words in the picture and number them.

Draw pupils’ attention to the project picture and ask them what materials they think are used. Show pupils how to lay the foil on the table. Elicit what colours pupils can use to paint the ocean. Pupils paint the background of their ocean picture, then leave to dry. Tell pupils to choose the things they love to make their ocean scene beautiful. Pupils can draw their own pictures of sea creatures and plants or look for pictures to cut out. When the paint is dry, they stick their pictures on to their ocean backgrounds. If possible, set up a display area for the oceans. Pupils will need to be very careful when picking up the foil, as it will tear easily. Pin up their oceans and have pupils go on a gallery walk.

Ending the lesson ●

Silently choose one of the pupils’ pictures. Describe the picture to the class, e.g. In this ocean, there’s a shark and a whale. There isn’t an octopus. Pupils look at all the pictures and identify the one you described. They then play in pairs.

Activity Book page 61

8.12

8.09

ANSWER KEY: 1 shark, 2 whale, 3 seal, 4 octopus, 5 seahorse, 6 dolphin Circle: all six words

Activity 1

1 a whale 2 a dolphin

170

3 a seal 4 a seahorse

Audioscript

5 a shark 6 an octopus

Starting the lesson

Big Picture

Activity 1

Activity 2

Activity 3

Activity Book Practice

Ending the lesson

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Let them fly!

Pupil’s Book page 81 Materials: • Audio; Flashcards; Word cards; coloured paper, ribbons, string, scissors, tape

Objectives • Lesson aim: to talk about the sky • Target language: cloud, day, moon, night, star, sun

●

Let them fly!

sun

cloud

Listen and number. Say.

8.13

2 ●

moon ●

star ●

night 2

8.14

day

Sing and act. Listen again and write D (day) or N (night).

I’m flying a kite. I can see the sun! I can see clouds in the sky! It’s day and I’m flying a kite. Fly, kite, fly! I’m flying a kite. I can see the moon. I can see stars in the sky. It’s night and I’m flying a kite. Fly, kite, fly! sun

clouds

moon

stars

●

On g

3 Make a kite.

●

I like your kite!

Thank you!

81 ●

Starting the lesson

●

Put pupils into pairs and give each pair a piece of paper. Tell them that the paper is a picture of the sky. Pupils draw different things that we can sometimes see in the sky. Stick all the pictures on the board and provide any key vocabulary pupils wish to know.

Big Picture: What can you see? ●

Ask pupils to look at the main picture and say what they can see. Tell pupils that some people are at a kite festival where everybody goes to fly and look at beautiful kites. Point to things they may know in the picture and ask questions about what is going on, e.g. What animals can you see? D

1 ●

●

Sing and act. Listen again and write D (day) or N (night). Tell pupils to imagine they are at the kite festival in the picture. Ask Which kite is your favourite? and elicit answers. Play the audio and have pupils point to the items in the picture as they hear them. Play the song again and have pupils join in and do actions. Play the song a third time and tell pupils to decide whether we can usually see each thing during the day or at night. 8.14

ANSWER KEY: sun D, moon N, clouds D, stars N

●

Celebrations Let them fly!

●

Play the audio again and pause after each word for pupils to repeat it. Then have pupils trace the words. ANSWER KEY: 1 sun, 2 moon, 3 cloud, 4 star, 5 night, 6 day

What can you see?

iagn ose

Listen and number. Say. Ask pupils to read the words and point to any they know in the picture. Play the audio and have pupils find the words in the picture and number them. 8.13

Draw pupils’ attention to the project picture and ask them what it shows (a kite). Show pupils the materials you have brought in and ask them how they could use the materials to make a kite. Pupils make their kites and decorate them with stickers or their own drawings. They could make shaped kites, such as animals or other objects. Tails can be made by wrapping thin strips of paper or ribbons around strings and attaching them to the kites. Pupils go round the class showing their kites to each other and saying what they like about them.

Ending the lesson ●

Challenge pupils in pairs or small groups to make shapes with their bodies to represent the words in the lesson. They may need to lie on the floor to do this, e.g. one pupil could make a crescent moon shape by curving their spine, five pupils could all lie one the floor with their heads together and their legs pointing outwards to make a five-pointed star etc.

Activity Book page 61

8.16

ANSWER KEY: 1 day, 2 sun, 3 cloud, 4 night, 5 moon, 6 stars Circle: sun, clouds, day

Activity 1 1 sun 2 moon

Audioscript

3 a cloud 4 a star

5 night 6 day

Starting the lesson

Big Picture

Activity 1

Activity 2

Activity 3

Activity Book Practice

Ending the lesson

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