Issuu

200703931

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

pes_cover_junior_teachers_book_5-060522.indd 1

06/05/2022 10:44

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

Grammar 1

Vocabulary 2

Grammar 2

Welcome

People and things in a museum: app, camera, exhibition, museum, museum director, phone Dates: 1st–31st Months: January–December

We’ve got (cameras). We can (take photos).

Important things: fun games, important photos, popular books, special toys

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

Who are we?

Features: beard, big eyebrows, blonde, curly, straight, wavy (hair), freckles, moustache, ponytail, smile

What does she look like? She’s got (curly) hair). She hasn’t got (a ponytail).

Special things: blanket, bracelet, coin, drum, earrings, necklace

What has he got? He’s got (a drum). Has he got (a drum)? Yes, he has. / No, he hasn’t.

Let’s use it again! Review 1 All about us

I like / don’t like this Everyday things: bowl, box, cup, handbag, jacket, plate, pot, / that (bowl). I like / don’t like rug, shelf, sweater these / those plates.

Whose are these / Materials: glass, metal, paper, plastic, those? They’re mine. / yours. / his. / hers. rubber, wood

City of the future

Places in a city: art gallery, funfair, hotel, ice rink, market, restaurant, shopping centre, stadium, swimming pool, theatre

I like / love going to the (market) because it’s (fun). I don’t like going to the (theatre) because it’s (boring).

Activities: go on a ride, go shopping / to a restaurant, visit an exhibition, watch a match / a show

What do you like doing? Do you like (watching a show)? Yes, I do. / No, I don’t.

Food for everyone! Review 2 Our community

Food: apples, beans, flour, grapes, honey, lemons, pineapples, potatoes, rice, sugar

There’s some (rice) and a lot of (honey). There isn’t any (bread).

Containers and quantities: bag, bottle, box, cup, glass, piece

Are there any (apples)? Is there any (rice)? Yes, there is. / are. No, there isn’t. / aren’t.

Help our oceans!

Sea animals: crab, dolphin, jellyfish, octopus, seahorse, seal, shark, snail, starfish, whale

The sharks are (swimming). They aren’t (jumping).

Care for the ocean: clean the oceans, have a beach clean up, make a film, pick up rubbish, tell people

What are they doing? They’re (making a film). Are they (picking up rubbish)? Yes, they are. / No, they aren’t.

Let’s play together! Review 3 Our world

Sports: do athletics / gymnastics, go swimming / snowboarding, play badminton / baseball / table tennis / basketball / hockey / volleyball

I’m going to (play table tennis). I’m not going to (do gymnastics).

Sporting activities: bounce / hit / throw a ball, jump hurdles, run / win a race

What are you going to do? Are you going to (do gymnastics)? Yes, I am. / No, I’m not.

to The Rise and Shine Museum

(Unit 1 and 2)

(Unit 3 and 4)

(Unit 5 and 6)

Goodbye

Goodbye from The Rise and Shine Museum

Celebrations

Museum Takeover Day: clean, cook in the café, help in the shop, plan an exhibition, welcome visitors, work as a tour guide World Food Day: eat a healthy diet / a lot of fruit and vegetables, choose brown food, drink water, don’t eat a lot of sugar / junk food International Day of Forests: close gates, don’t drop rubbish, don’t pick flowers, don’t touch animals, stay on the paths, plant trees Museum Open Day: do a tour, draw a picture, listen to a story, look at the objects, make a model, play a game

Course overview

F01_RS_TB4_5997_F01.indd 4

31/03/2021 14:16

Pronunciation Functional language

g ng ? m

Real-world writing

Project

Likes and dislikes Do you like (football)? Yes, I do. / No, I don’t.

I appreciate diversity.

Objects in a time capsule

A Museum Trail Card

/k/ can, /g/ grey

Asking for repetition Sorry, I don’t understand. Can you say that again, please? Yes, of course.

I appreciate special things. always, never, often, sometimes Understand that everyone has things that are important to them.

Describe your special thing

A poster about a friend

/ʌ/ fun, /ɑːr/ party

Inviting, accepting / refusing Would you like to come to (my upcycling party)? Yes, please. I’d love to. / No, thanks. Sorry, I can’t.

I learn how to upcycle. huge, little, pretty, ugly Appreciate reusing old things to make new, useful objects.

An invitation to a party

An exhibition of upcycled things

/juː/ excuse, /ɜːr/ turn

Asking for / giving directions Excuse me. Where’s the (art gallery)? Turn right (at the restaurant). Go straight on. Turn left at (the hotel).

I appreciate my city. boring, clean, dirty, lovely Participate in city life and how our cities could be greener in future.

A message about a city visit

A new city

/aʊ/ how, /ɪ/ is

Asking / giving prices How much is a bottle of juice? It’s (£2.50). How much are (those apples)? They’re (£4).

I learn not to waste food. cake, chips, lemonade, smoothie Understand the importance of only buying the food we need.

A no-waste shopping list

A no-waste menu

/wəz/ was (weak form), /wɒz/ was (strong form)

Asking about an event When is (the beach clean up)? It’s on (Sunday). What time does it start? It starts at (ten o’clock.) Where is it? It’s (on Sunny Beach).

I appreciate our oceans. brilliant, dangerous, terrible, safe Appreciate the diversity of sea animals and our responsibility to keep the oceans clean.

A poster about a beach clean up

A play about helping the oceans

/θ/ think, /ð/ their

Inviting others Are you free on (Thursday afternoon)? No, I’m not, sorry. / Yes, I am. Do you want to (do athletics with me)? Yes, please. See you then.

I learn about unusual sports. badly, quickly, slowly, well Understand the importance of being part of a team and trying out new things.

A note about an unusual sport

A sports weekend

e. s.

Global citizenship

Future skills

Future skills 1: Work with others Future skills 2: Respect others Future skills 3: Oral communication

Future skills 4: Responsibility Future skills 5: Empathy Future skills 6: Being open-minded

Course overview F01_RS_TB4_5997_F01.indd 5

5 31/03/2021 14:16

Introduction Rise and Shine is a six-level primary course that develops language alongside global citizenship and future skills. Fun characters, relatable stories and real-life videos support clear, child-friendly learning objectives that motivate pupils on their English-learning journey. Clear, structured lessons build to a final unit project and offer real opportunities to achieve, track and measure progress, encouraging pupils to think about and take ownership of their own learning.

Wonder Imagine Build Grow Shine Shine Rise and Shine provides a unique toolkit to support teachers in identifying and addressing the needs of every pupil. Clear, measurable outcomes that pupils can see and celebrate motivate them to engage with the new experience of language learning. Targeted support and achievable activities mean that every pupil has a chance to thrive and teachers can address Create Step 2such challenges as mixed ability and special educational needs.

Write a no-waste menu for one day.

Course principles My no-waste menu

A sense of purpose Breakfast

Create a menu for a new no-waste café.

No-waste café menu

A step-by-step approach

Our drinks

Rise and Shine has been designedlemonade with deliberate progress £2.50 Lunch fruit smoothie £3.00 in mind. Every activity and lesson builds towards a clear Dinner and a final unit project that objective gives every pupil their Our food rice and Time to shine. Structured lessons support pupils in acquiring vegetables £7.99 Share your ideas. 7 sandwich £4.99as they work the knowledge, language and toolseggthey need towards their Time to shine. Time to shine! 9

Show your menu to the class. Ask and answer.

Choose a menu. You have £10. What do you want to eat and drink?

How much is the strawberry milkshake?

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

It’s £2.50.

I can create a no-waste café menu.

Unit project Creating a no-waste café menu

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

M05_RS_PB4_5560_M05.indd 51

activities that spark interest, draw on prior

agin

Build

G ro w

Shine

3/24/21 2:57 PM

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

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

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

Rise and Shine is also designed for use in inclusive and mixed-ability classrooms. It helps all pupils to achieve their learning goals, while recognising that this will look different for different pupils. Activities and lessons are structured to be increasingly challenging to allow all pupils to achieve. Rise and Shine recognises that teachers need their time to shine, too! Ideas to support and stretch individual pupils are offered in each lesson, alongside clear teaching notes divided by lesson stage. Each I can shine activity is supported by a framework of Achieve, Adjust, Exceed to empower teachers to assess progress at each stage of the unit.

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

Course overview

F01_RS_TB4_5997_F01.indd 6

31/03/2021 14:16

Welcome to The Rise and Shine Museum! Each level of Rise and Shine takes place in a different setting that is relatable to pupils but offers opportunities to explore. Level 4 takes place in The Rise and Shine Museum, the city museum where we meet the following main characters: Hugo, Sofia, Zoe, Marco, Eva and Socks the cat. Pupils will relate to the importance of the local community and how so much of the characters’ lives centre on family, friends and neighbours, preparing them for future life skills.

Course overview F01_RS_TB4_5997_F01.indd 7

7 31/03/2021 14:16

Using Rise and Shine Vocabulary and structures

Real world links

Vocabulary in Rise and Shine has been carefully selected to be relevant to pupils and their lives and is presented in logical topic sets. Key vocabulary is always presented using the course characters to provide pupils with a familiar context for the new language. Lesson 1 presents ten key vocabulary items while an additional six key items are presented in Lesson 3. Vocabulary lessons always offer opportunities for pupils to reflect and share what they already know on the topic, before clear presentation and practice stages. The Activity Book provides additional vocabulary practice. The Word connections list at the end of the Activity Book can be used to consolidate the vocabulary of each unit. In addition to the key vocabulary, four related vocabulary items are presented in Lesson 6 as part of global citizenship.

Rise and Shine is story based and each level revolves around the community-based adventures of a set of characters. In Level 4, the characters visit The Rise and Shine Museum. The stories and settings have been carefully chosen to be interesting and perhaps slightly unusual to pupils, while still being firmly rooted in reality. The result is characters and stories that pupils can fully relate to but are exciting enough to capture and keep their attention. Real-world links are further reinforced through dedicated functional language lessons, beautiful photographs, global citizenship themes and videos.

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

Skills Rise and Shine systematically develops the four skills through a stepped approach clearly defined in the lesson flow. Each skill is developed independently in the early part of the unit, before being brought together with an integrated skills approach in the Grow stage. Learning objectives covered in Rise and Shine have been specifically selected to help pupils 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 pupils to explore the wider world by bringing real world content into the classroom. Each unit has a different global citizenship focus that encourages pupils to think about global and local contexts, with emphasis on cultural awareness, empathy with local and global issues, and social-emotional skills development. For more information on global citizenship, see page 13.

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

Inclusive classroom Rise and Shine is specially developed to help every pupil to succeed. Assessment for Learning methodology and personalised activities support all pupils, with opportunities for extra support and stretch embedded into the lessons. Teachers are provided with 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 pupils’ mastery of the language and skills taught in the Pupil’s Books in relation to specific learning outcomes. A Diagnostic test helps teachers check previous learning and identify any areas for particular attention throughout the year. Dedicated activities in the Pupil’s Book provide opportunities for informal assessment at every stage of the unit, while Unit tests provide a more formal assessment of the unit objectives. Review lessons and cumulative Progress Review tests every two units enable teachers to check progress regularly against the key learning outcomes for the level. The final End of Level test offers a more formal evaluation of the year’s learning. For more detailed information on how to assess pupil performance, see pages 18 and 19.

Course overview

F01_RS_TB4_5997_F01.indd 8

31/03/2021 14:16

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

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

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

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

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

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

Course overview F01_RS_TB4_5997_F01.indd 9

9 31/03/2021 14:16

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

Activity Book and eBook

The Pupil’s Book provides material to present and practise the key language effectively. It is divided into six core units, a Welcome unit, a Goodbye lesson, four Celebrations lessons, six Future skills lessons and six Grammar lessons.

The Activity Book provides reinforcement and consolidation of the language and skills presented in the Pupil’s Book. It contains practice for every lesson in the Pupil’s Book and a Word connections list to support pupils in reviewing and remembering key vocabulary. The Activity Book is also available as an eBook.

Imagine

Wonder

Who are we?

Grow

Shine

Who are we? What does she look like, That girl over there? She hasn’t got freckles, She’s got curly, brown hair! Chorus What does he look like? That man over there? He hasn’t got a beard, He’s got wavy, black hair! Chorus

We’re all different! We’ve got different names, We’re all different! But we’re all the same!

Build

Song

Museum

What does he look like, That boy over there? He hasn’t got glasses, He’s got straight, black hair!

like. Ask and say what people look Talk about my special thing.

Chorus

Ask if I don’t understand something.

Let’s review!

1 big eyebrows 6 wavy hair

2 curly hair 7 straight hair

5 beard 10 blonde hair

1.03

1.05

1.01

Listen and find.

1.02

Listen and point. Then listen and repeat.

straight hair

beard

moustache

wavy hair

blonde hair

freckles

ponytail

What does he / she look like?

Look and say.

smile

She’s got curly, brown hair and brown eyes. She hasn’t got a ponytail.

They’ve got blue eyes.

Vocabulary Describing people

b She hasn’t got freckles.

Look at Activity 1 and write. 1 She’s got

curly hair

2 She’s got

and

freckles

hair, glasses and a . hair and a long .

I can ask and answer about what people look like.

M02_RS_PB4_5560_M02.indd 11

03/02/2021 07:25

d She hasn’t got a ponytail.

Write notes about a family member or friend. Then ask and answer. What does your person look like?

Tell me! Which are similar: blonde hair, black hair, dark hair and fair hair?

Extra time? What’s similar about the people in the picture in Activity 1?

M02_RS_AB4_5829_M02.indd 4

and a brown

5 She’s got

c She hasn’t got curly hair.

She’s got curly hair. She hasn’t got dark hair.

I can shine!

hair and a big

3 He’s got 4 He’s got big

Song and structures What does he / she look like? He / She’s got… . He / She hasn’t got… . 03/02/2021 07:25

What does she look like?

He’s got curly, brown hair and brown eyes but he hasn’t got a beard!

He’s got straight, black hair and green eyes. He hasn’t got freckles.

He’s got curly, black hair and a beard.

big eyebrows

a She hasn’t got a smile.

What does your brother look like?

a moustache. but she

What do they look like? Match. Then ask and answer.

What does your family look like? Ask and answer. mother father sister brother aunt uncle grandfather grandmother

Make sentences about people in the picture.

Grammar

Watch and listen.

M02_RS_PB4_5560_M02.indd 10

He’s / She’s got He / She hasn’t got

and

. .

Extra time? Write new words in their word families. Draw a picture for each word. 18/02/2021 16:50M02_RS_AB4_5829_M02.indd 5

5 18/02/2021 16:51

Busy Book

Rise and Shine on the Pearson English Portal

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

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

Who are we?

… blonde hair.

Ben

Martin

STOLEN NECKLACE! The police are looking for a special necklace. They’ve got a letter with some information. “There are a lot of numbers,” says Detective Smith, “but we don’t understand it!”

… a smile.

… straight, black hair.

Bella My friend’s name is

Spot the difference.

a=26, b=25

Who’s got the necklace? The person has got…

… a moustache.

Lucy

4 26 5 2 / 19 26 18 9

13 12 / 25 22 26 9 23

26 / 25 9 26 24 22 15 22 7 .

He hasn’t got

y=2, z=1

25 18 20 / 22 26 9 9 18 13 20 8 Now Julian has got a big smile! He’s also got

Read and complete.

CITY NEWS … glasses.

John

Who’s got

Hugo the necklace?

My friend hasn’t got…

… wavy hair.

Julian

Imagine wit

Find Sofia’s friend.

My friend has got…

/ .

Can you help the police?

QUICK QUIZ My teacher is called

Use the code. Complete the letter. Who’s got the necklace?

has got the necklace.

She’s / He’s got…

Now I’ve got .

straight big eyebrows.

And .

freckles.

curly

wavy

hair.

a moustache. a ponytail.

Invent your own code. Write a message to a friend. a

m n

a beard.

Read and sing. Listen, find and point.

but he

curly hair

a smile.

and a

curly

4 pony tail 9 freckles

big

5 She’s

4 4 a cam cm a eare r

I can shine!

Lesson 2

hasn’t got

a beard.

4 He’s

most common eye colour in the world?

What can you see?

I’ve got straight, blonde hair. What about you?

Lesson 1

npohe

freckles. She

a big smile.

3 He

1 Read and number.

der… onWhat’s the

3 moustache 8 smile

got

2 She 3 3 s usm umm u eu e

Vocabulary

Lesson 1

thing. Write a description of a special things. Talk about people and their special

PB p4–5

a p p

pap

Listen and write.

1.06

1 She’s

Think and write. 1

Structures

Lesson 2

Course overview

F01_RS_TB4_5997_F01.indd 10

31/03/2021 14:16

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

Pupil’s Book page 10

• •

•

GSE Receptive: Listening: Can identify people in their immediate surroundings or in pictures from a short, simple description of their physical appearance and clothes. Productive: Speaking: Can describe someone’s physical appearance in a basic way, if guided by questions or prompts. Can describe the appearance of a person or animal using simple language.

• •

Activity Book page 4

TEACHER TIME TO SHINE: think, pair, share When asking concept-checking questions, make sure all pupils have time to think before eliciting answers. Give pupils a few seconds to think silently, and then share and compare answers with a friend, before checking answers as a class.

Wonder: sparking curiosity Wonder Encourage pupils to make connections to the world around them by using the vocabulary to talk about people they know. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning how to describe people.

•

t’

•

●

Read the I wonder question to the class: What’s the most common eye colour in the world? Encourage pupils to look at their classmates, then elicit the most common eye colour in the class. Ask pupils if they think this colour is the most common in other parts of the world. ANSWER KEY: brown

Starting the lesson: warm up and song ●

●

Museum like. Ask and say what people look

Big Picture: What can you see?

Talk about my special thing. Ask if I don’t understand something.

●

thing. Write a description of a special things. Talk about people and their special

I 1 big eyebrows 6 wavy hair

2 curly hair 7 straight hair

der… onWhat’s the

most common eye colour in the world?

3 moustache 8 smile

What can you see?

●

5 beard 10 blonde hair

1.01

Listen and find.

1.02

Listen and point. Then listen and repeat.

●

Look and say. He’s got curly, black hair and a beard.

●

They’ve got blue eyes.

●

Vocabulary Describing people

iagn ose

1.01

3 ●

●

1.02

Listen and find.

●

Look and say.

WONDER HELPER Ask pupils which helper they can see (Sofia, the Wonder helper). Read her question together and ask pupils if they think they look like Sofia. Pupils then tell their friend what they look like.

Look at Activity 1 and write. Pupils look at the pictures in Activity 1 and complete the sentences with the correct words.

ANSWER KEY: 2 blonde / smile, 3 wavy / moustache, 4 eyebrows / beard, 5 straight, black / ponytail

ANSWER KEY: blonde hair and fair hair, dark hair and black hair

Pupil’s Book audioscript

Sofia Zoe

Wow! Look at all the people! Yes! Hey! Look at this old doll! He’s got a moustache! Oh, yes! And I like that man! He’s got a very long beard! I like these dolls! This doll is very tall and this doll is very short. They’ve got curly hair and freckles! Marco Look at that boy! He’s got straight, dark hair. I’ve got straight, dark hair, too! Zoe And you’ve both got big smiles! But he’s got green eyes and you’ve got brown eyes. Marco Oh, yes! The exhibition name is true. We are the same but different! Socks Miaow. Zoe Yes, Socks. You know that you’re different! Hugo Sofia

Ending the lesson ●

Wonder helper: Pupils say which phrases are similar.

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

Extra time: In pairs, pupils point to two or more people in the picture and say what is similar or different about them. Encourage stronger pupils to write sentences.

Listen and point. Then listen and repeat.

03/02/2021 07:25

Read and number. Pupils look at the pictures and number the words to match the pictures.

ANSWER KEY: 2 blonde hair / smile, 3 wavy hair / moustache, 4 big eyebrows / beard, 5 straight hair / ponytail

Activity 1 4 ●

Song and structures What does he / she look like? He / She’s got… . He / She hasn’t got… .

M02_RS_PB4_5560_M02.indd 10

Watch and listen.

Tell pupils that they are going to watch a video about what people around the world look like. Ask them which words to describe people they think they will hear in the video. Play the video, pausing where appropriate to ask comprehension questions, e.g. What does he / she look like? Has he / she got… ? FUTURE SKILLS: enquiry and imagination After watching, have pupils write down one question about the video on a slip of paper. In groups, pupils put their questions in the middle and discuss possible answers to each one.

troduc

Look at the Big Picture. Play the audio and have pupils point to the characters as they listen.

2 ●

Watch and listen.

Look at the Big Picture. Elicit the names of the characters and any known words from the picture, e.g. adjectives to describe people (old, young, short, long (hair), dark, fair, glasses), body parts and clothes. SUPPORT Write gapped sentences with the structures you want to review for pupils to complete, e.g. He’s… / She’s got… . STRETCH Have pupils make sentences about the picture using known structures, e.g. Zoe’s got a camera. Hugo is looking at the pictures.

4 pony tail 9 freckles

I’ve got straight, blonde hair. What about you?

Lesson 1

Play the Rise and Shine Welcome Song from the Welcome unit, and have pupils sing along. Then practise with the karaoke version. Write Who are we? on the board and invite pupils to think of as many different answers as they can. Allow pupils to use L1 if necessary.

Who are we?

Think and write. Pupils unscramble and write the words from the Welcome unit.

ANSWER KEY: 2 phone, 3 museum, 4 camera

I wonder

Materials Audio; Our World video; Flashcards; Story characters poster

s R e v i ew

Wonder

• •

Objectives Lesson aim: to describe people’s physical appearance Target language: beard, big (small) eyebrows, blonde (black / brown) hair, curly hair, freckles, moustache, ponytail, smile, straight hair, wavy hair Recycled language: museum, exhibition Receptive language: same, different

Rise and Shine on the Pearson English Portal Presentation tool

Play a game to review the target vocabulary. Invite one pupil to leave the classroom. Have pupils choose someone in the class. Invite the first pupil back inside. The other pupils give clues to help them guess who the mystery person is, e.g. She’s got straight hair.

Starting the lesson

Learning path

Big Picture

I wonder

Presentation: Activity 1

Presentation: Activity 2

Flashcards

Extra activity

Our World video: Activity 3

Practice: Activity 4

Wonder Helper

Activity Book: Practice

Ending the lesson

Learning path

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

Assessment Pack

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

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

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 Level test. The Assessment Pack is available on the Pearson English Portal.

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

Flashcards

Story cards

Posters

There are 130 flashcards at Level 4, illustrating the two vocabulary sets for each unit. The lesson plans offer ideas and support for using flashcards to present, practise and consolidate language through games and activities.

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

The posters designed for Rise and Shine are a great visual aid and can be used throughout the course. The posters include an introduction to The Rise and Shine Museum and story characters, vocabulary items, the Pupil’s Book Progress Chart, dates and months of the year, encouraging mindfulness and a growth mindset.

Course overview F01_RS_TB4_5997_F01.indd 11

11 31/03/2021 14:16

Skills development in Rise and Shine Speaking

Support

Lowest within range

Highest within range

Stretch

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

Can describe their daily routines in a simple way. (30)

Can talk about activities that are happening at the time of speaking. (35)

Can talk about plans for the near future in a simple way. (38)

The skills syllabus has been developed using the Global Scale of English (GSE) Learning Objectives and the GSE Skill Development Framework for Young Learners, which provides structured scaffolding to support teachers and pupils. At Level 4, the GSE range covered is 30–35 as core but includes learning objectives as high as 39 as stretch. The four skills are systematically developed within each level and across the course as a whole. Reading: Tasks are designed to gradually increase proficiency in terms of speed, accuracy, comprehension, interactive reading skills and use of reading strategies, as well as to enrich vocabulary. Texts gradually increase in length and complexity over the course so that the challenge is always appropriate to the level of the pupils. By the end of Level 4, pupils at a high level, should have developed the reading skills introduced and practised in Levels 1–3. They should be able to understand the main idea in a simple picture story, and should be able to follow short, simple written directions, emails and messages from family and friends, communicating information of immediate relevance. Writing: Writing skills are developed and coordinated with reading skills so that pupils are able to master both reading and writing in English. In Level 4, pupils will build on the skills acquired in earlier levels. Pupils will work on text complexity, spelling and punctuation. By the end of Level 4, pupils at a higher level will be able to write a short text, e.g. a description, an email or message of between four and six sentences on a familiar topic, following a model.

Speaking GSE Learning Objective: Can describe the position of objects or people in a basic way, using pictures or gestures. (26) Competency: Building Complexity – talking about and describing a range of topics, situations, feelings, and attitudes with an increasing level of detail and complexity. Development Indicator: Learners can use a few words to name, talk about or describe familiar situations. The development indicators capture each discrete skill that pupils are aiming to acquire. Breaking the skills down in this way supports the development of related skills that build on one another and are at the right level, giving pupils the best chance to learn and achieve. The skill coverage charts on the Pearson English Portal show the key skills covered across the course and the learning objectives in each level that relate to these. By monitoring pupil performance on the tasks relating to these objectives, teachers can see how pupils are progressing within and across levels and where they may need more opportunity to practise, so they can build this into their planning. Note that lessons are based on individual learning objectives but pupil progress is measured in terms of their performance on the key indicators selected for the course. The Pupil’s Progress Chart in the Pupil’s Book enables pupils to think about and document their progress in an age-appropriate way. Teachers can also use the chart as a clear visual reference to showcase pupils’ learning and progress to parents. A copy of the chart can be downloaded from the Pearson English Portal for pupils to complete. Welcome

I can understand important information in short conversations.

Listening: In Level 4, pupils are building on the listening skills which have been systematically developed across Levels 1–3. By the end of Level 4, pupils should be able to follow short stories and animations if supported by gestures and repetition, and understand the general meaning and role of new words.

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

I can understand questions and answers about people in my world.

I can understand important details in short conversations.

I can understand questions and answers in short conversations.

I can identify specific information in a short story.

I can find and understand the details in short texts.

I can understand key information in short texts.

I can describe the people in my world.

I can ask for and give information about my community.

I can ask and talk about future plans in my world.

I can write an invitation to a party.

I can write a simple text message to a friend.

I can write a short letter to a friend.

Reading

I can read and understand some details in short texts.

Speaking

I can have a short conversation about my world.

Writing

I can write a simple sentence to give information.

3/24/21 12:15 PM

Unit 1

Listening

My Progress Chart

F01_RS_PB4_5560_F01.indd 3

Speaking: Speaking skills are taught through a meaningful, task-based approach. The course draws on a range of approaches to provide pupils with plenty of opportunities to engage in communicative activities. The course provides a supportive framework for pupils to make the language their own. By the end of Level 4, pupils at a high level, should be able to ask and answer questions about familiar topics and take part in a simple conversation regarding very familiar topics (e.g. their habits and daily routines). By the end of Level 4, pupils at a high level should be able to give a short, simple, prepared talk on a topic of personal interest, with the support of pictures and other prompts.

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

Course methodology

F01_RS_TB4_5997_F01.indd 12

31/03/2021 14:16

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

Competency focus Understand that everyone is equal, and respect differences.

Language stretch

Build

Talk about people’s special things

Grow

Write a description of a special thing

Shine

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39)

Development indicator:

Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. Can describe someone’s physical appearance in a basic way, if guided by questions or prompts. (29)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can talk about personal possessions (e.g. toys, pets), using simple language. (26)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can ask for repetition and clarification when they don’t understand using fixed expressions. (29)

Use a range of common language to talk about and describe a variety of situations, opinions, or attitudes in short stretches of speech.

Writing

Write simple sentences about the world around me.

Make an exhibition about friends and their special things

Enquiry and imagination

Working towards: writing a short text of 4–6 sentences on common topics and at the highest level being able to write for a range of social and interpersonal purposes. Can write short descriptive texts (4–6 sentences) on familiar personal topics (e.g. family, animals, possessions), given a model. (35)

Write a short text on common topics and situations using simple language.

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

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

Collaboration and communication

Let’s be friends

I share toys!

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

al Citiz e ob

I play with friends!

I try

I celebrate all families!

I play with friends!

I try

I share toys!

I celebrate all families!

I play with friends!

al Citiz e ob

I celebrate all families!

Course methodology

Let’s be friends

I share toys!

I celebrate all families!

Social responsibility is all about encouraging pupils to take Lorem ipsum responsibility for their behaviour and to show sensitivity toward social, cultural, civic and environmental issues. OptC Rise and Shine encourages this through a strong global citizenship syllabus which invites pupils to take an active role in their community and collaborate to make the world fairer, more equal and sustainable. ItOptD fosters the belief that every pupil can make a difference. Let’s be friends

F01_RS_TB4_5997_F01.indd 13

al Citiz e ob

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

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

Critical and reﬂective thinking

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

In all levels of Rise and Shine, pupils are provided with opportunities to be creative and use their imaginations, through stories, activities and projects. Pupils may be asked to evaluate ideas and communicate new ideas to others. At higher levels, pupils are encouraged to use mind maps.

Understand a story about things that are special to different people

I play with friends!

13 31/03/2021 14:16

Imagine

Recycling and building He / She’s got… , Describing people

Well done!

Future skills are embedded in the course activities and modelled by the course characters throughout. Clearly signposted sections in the teaching notes provide extra support through tips and ideas to further enhance future skills learning and practice. The Future skills section in the Pupil’s Book enables pupils to learn about and develop specific skills, with detailed teachers’ notes available on the Pearson English Portal to support the delivery of these lessons.

Describe what people look like

Values I appreciate special things and why they are important.

Wonder

Pronunciation /k/ (can) and /g/ (grey)

Functional language Sorry, I don’t understand. Can you say that again, please? Yes, of course.

Has he / she got…? Yes, he / she has. / No, he / she hasn’t.

Adverbs of frequency: always, never, often, sometimes

in Unit 1, the pupils will:

Target structures What does he / she look like? He hasn’t got… / She hasn’t got…

Special things: blanket, bracelet, coin, drum, earrings, necklace

Key learning outcomes

Unit overview Target vocabulary Appearance: beard, big (small) eyebrows, blonde (black / brown) hair, curly hair, freckles, moustache, pony tail, smile, straight hair, wavy hair

Who are we?

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

I try

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

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

• Enquiry • Critical and reflective thinking

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

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

• Imagination • Critical and reflective thinking

The Build helper Marco promotes confidence and self-management, and encourages communication and collaboration by leading a motivating activity.

In Rise and Shine, the overarching unit topics have been developed with reference to the UN Sustainable Development Goals. The content and context for the stories support in developing responsible global citizens. The Grow lessons, in particular, provide the opportunity to expose pupils to the wider world and to use the global context as a springboard for thinking about both the local relevance and bigger picture ideas. The end-of-unit project is a vehicle through which pupils can explore wider global citizenship themes and some of the UN Sustainable Development Goals, such as:

• Communication • Self-management

SDG 10: Reduced inequalities (people: Unit 1)

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

SDG 12: Responsible Consumption and Production (recycling and upcycling: Unit 2 and no food waste: Unit 4)

SDG 5: Gender equality (people: Unit 1)

SDG 11: Sustainable Cities and Communities (green cities: Unit 3).

• Critical and reflective

SDG 14: Life below the ocean (ocean plastic: Unit 5)

• Social responsibility

SDG 3: Good health and well being (sport for all: Unit 6)

thinking

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.

For more information on the UN Goals, please visit https://www.un.org/sustainabledevelopment/

Course methodology

F01_RS_TB4_5997_F01.indd 14

31/03/2021 14:17

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.

Imagine

Wonder

Who are we?

Grow

Shine

Song

What does she look like, That girl over there? She hasn’t got freckles, She’s got curly, brown hair! Chorus What does he look like? That man over there? He hasn’t got a beard, He’s got wavy, black hair! Chorus

We’re all different! We’ve got different names, We’re all different! But we’re all the same!

Build

Museum

Talk about my special thing.

What does he look like, That boy over there? He hasn’t got glasses, He’s got straight, black hair!

. Ask if I don’t understand something

Chorus

like. Ask and say what people look

thing. Write a description of a special things. Talk about people and their special

1 big eyebrows 6 wavy hair

2 curly hair 7 straight hair

der… onWhat’s the

most common eye colour in the world?

3 moustache 8 smile

4 pony tail 9 freckles

5 beard 10 blonde hair

1.03

1.05

What can you see?

1.01

Listen and find.

2 engages Listen and point. I wonder question: pupils with the Then listen and repeat. unit topic and sparks curiosity. Pupils find out the answer to the10question in the unit. 1.02

mother father sister brother aunt uncle grandfather grandmother

Make sentences about people in the picture.

What does your brother look like? He’s got curly, brown hair and brown eyes but he hasn’t got a beard!

He’s got straight, black hair and green eyes. He hasn’t got freckles. She’s got curly, brown hair and brown eyes. She hasn’t got a ponytail.

They’ve got blue eyes.

Vocabulary Describing people

M02_RS_PB4_5560_M02.indd 10

What does your family look like? Ask and answer.

Listen, find and point.

What does he / she look like?

Look and say. He’s got curly, black hair and a beard.

Read and sing.

Grammar

Watch and listen.

I can shine!

Lesson 2

I’ve got straight, blonde hair. What about you?

Lesson 1

I can ask and answer about what people look like.

Song and structures What does he / she look like? He / She’s got… . He / She hasn’t got… . 03/02/2021 07:25

M02_RS_PB4_5560_M02.indd 11

11 03/02/2021 07:25

Lesson 1 Wonder stage: activities to spark curiosity.

• Presentation and practice of vocabulary with audio

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

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

• 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

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 through the lapbook activity.

in context.

Unit 1 Review

Lesson 8

• The Pearson English Portal offers pupils of all

Lesson 9

Features

blonde hair

ponytail

Special thing

freckles

old bracelet

Missing word:

1.20

1 What does your special person look like? 2 What are his / her special things?

BLOG Holly’s uncle 1

3 How often does he / she use them?

has

got straight, .

dark 2 got a moustache a5

and he 4

Lesson 2

Make your lapbook. Find pictures or draw. Then write. My special person

Listen and circle Holly’s uncle. Then listen again and write.

He 3

aim of the lesson for the teacher and parent.

Name

C M

Digital: Flashcard presentation, Our World video, extra vocabulary practice.

• Clear and concise learning objectives help clarify the

mum

review vocabulary.

•

ponytail bracelet blonde straight curly wavy dark moustache drum freckles earrings

• The Activity Book Word Connections list helps pupils to

Presentation and practice of grammar with audio support through a song. New structures are presented through a chant and consolidated through a song.

or your own ideas.

E A R D

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

Time to shine!

1 Think about three special people. Complete. Use the words

Look and complete. Which word is missing in the puzzle?

He 6

glasses.

He 7

got a white T-shirt.

Think and write. This is my mum’s necklace.

Yes, 3 This is my

10 M02_RS_AB4_5829_M02.indd 10

. .

Sorry, I

Can

don’t understand

, please?

Extra time? People wear them in their ears. They’re… .

Home–school link 18/02/2021 16:51

Tell your family about your special people and things.

M02_RS_AB4_5829_M02.indd 11

11 18/02/2021 16:51

Digital: Grammar presentation and additional grammar practice, karaoke song.

Course methodology F01_RS_TB4_5997_F01.indd 15

15 31/03/2021 14:17

Lesson 3

Wonder

Imagine stage: stories and activities to encourage cognitive engagement.

The exhibition is about special things.

Build

Imagine

Grow

No. The bracelet isn’t here.

I can’t see the bracelet.

Look! Let’s follow Socks!

I can hear this thing! Has the boy got a drum?

R&S_PB4_ AW_ Welcome.2b:

Shine

The children go to the first room.

The children look for the bracelet.

R&S_PB4_ AW_1.2a

Yes, he has! Music is important in Nigeria.

No, it isn’t here.

Hugo can smell something.

cohesive set.

bracelet

• A pre-reading activity that uses a simple

necklace

• The story develops reading skills and strategies. • A reading comprehension activity that checks

They go to the lobby.

Have you got a special thing, Eva?

drum

coin

• The I can shine reading comprehension

Let’s find Eva.

Oh, thank you! You are very clever!

Oh! I can’t find it!

Listen or watch. Then choose.

What special thing do you want to put in the exhibition?

Read and answer. True or false? 1 2 3 4 5

We can help you, Eva! Let’s go!

Socks is clever, too!

I can shine!

The bracelet isn’t there!

Look. Which things can you see in the story? 1.08

How does Eva feel at the end of the story? Why?

blanket

This exhibition is about special people / things.

Here’s your bracelet, Eva!

Yes, I have. It’s my grandmother’s bracelet. Oh, no! Where is it?

understanding of the text, provides additional vocabulary practice and further develops reading skills appropriate for the level.

Everyone is very happy.

Here’s the bracelet! Well done, Socks!

Yes, she has! Her family makes chocolate in Brazil.

R&S_PB4_ AW_ Welcome.2d

earrings

Miaow!

Has the girl got some chocolate?

R&S_PB4_ AW_ Welcome.2c:

reading strategy and a Vocabulary 2 review.

• The Activity Book Word connections list helps

Listen, point and say.

1.07

• Six new vocabulary items are presented as a

provides further consolidation of the text and gives pupils the opportunity to personalise the story.

Museum

Lesson 3

Sofia hears a piano. Hugo smells chocolate. Eva’s special thing is her necklace. Eva can’t find her special thing. Socks helps the children find the bracelet.

Vocabulary Special things

I want to put my… in the exhibition because… .

I can talk about my special thing.

Story Story value valueUnderstanding Understanding about about special special things. things.

M02_RS_PB4_5560_M02.indd 12

03/02/2021 07:25 M02_RS_PB4_5560_M02.indd 13

03/02/2021 07:26

Act out feature – pupils are encouraged to personalise the story.

pupils to review vocabulary.

Digital: Story animation, additional pre-reading support, flashcard presentation, extra vocabulary practice.

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

Wonder

Lesson 4

1.09

Imagine

Grow

Build

Shine

Lesson 5

Listen. What’s Zoe’s favourite thing in the exhibition?

Look. Describe the children and their special things. 1

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

This is my grandmother’s bracelet.

1.11

Listen and read.

Sorry, I don’t understand.

• Presentation of Grammar 2, contextualised •

through listening with the course characters as an extension of the Lesson 3 story, with further vocabulary practice.

1.10

Listen and read. Then chant.

What has he / she got?

Has he / she got

• Controlled, personalised practice of the

grammar within a meaningful context.

He / She’s got a drum.

a drum?

Yes, he / she has.

a bracelet?

No, he / she hasn’t.

a necklace a blanket blue eyes curly hair blonde hair a ponytail some photos a toy a football

Is it Zoe?

1.13

Listen and say.

I can shine! 5

Describe a person. Then listen and draw. Ask if you don’t understand something.

My person has got short, curly hair.

No, she hasn’t.

Sorry, I don’t understand.

Yes, she has.

Can you see Gus the cat in the classroom there? He’s got c clever, green eyes. He’s got curly, grey fur!

Yes, it is!

I can ask if I don’t understand something.

Structures What has he / she got? He / She’s got (a drum).

M02_RS_PB4_5560_M02.indd 14

Can you say that again, please?

Listen again and repeat.

Choose a person. Then ask, answer and guess.

Has she got a necklace?

1.12

Pronunciation

He / She’s got a necklace.

Has this person got curly, red hair?

Digital: additional grammar practice and chant.

3 Yes, of course. This is my grandmother’s bracelet.

Grammar builder

A motivating chant led by Marco, the Build helper.

Lesson 5

Ask and answer about the picture in Activity 1.

Communication CommunicationAsking Asking forfor clarifi clarifi cation. cation. 03/02/2021 07:27 M02_RS_PB4_5560_M02.indd 15

03/02/2021 07:27

• A clear presentation of key functional language in a relevant context. • A pairwork activity that provides the opportunity for pupils to repeat the speaking model. • A light pronunciation strand that pulls out sounds from the language in the unit. • Communication cards that are tied to GSE speaking skills Learning Objectives.

Digital: Communication cards, extended pronunciation presentation and practice.

Course methodology

F01_RS_TB4_5997_F01.indd 16

31/03/2021 14:17

al Citiz e ob

OptA Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

I play with friends!

I try different food!

I appreciate special clothes

al Citiz ob

Gl OptB

Look. Are these things special?

I share toys!

I celebrate all families!

I play with friends!

I try different food!

Special to me, important to everyone!

al Citiz e ob

Tell us about your special things!

al Citiz e ob

I appreciate special clothes

HOME | NEWS | KID REPORTER | SHARING | FUN TIMES

Let’s be friends

• Real-world reading text. • Four new vocabulary items are presented within

Listen, read and match.

1.14

1 My drum 2 My camera 3 My books

OptC

OptD Let’s be friends

I share toys!

the text that tie in closely with the unit topic.

• Eva, the Grow helper, asks a question that

3 4

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

the USA. She’s got a favourite book about a pirate / drum. Tom makes films of his special days / friends. Gabriel plays football / a drum on special days. People play music / games when they’re happy or sad.

coin

2 3 4

1.18

Listen and read. Then match.

The coin

is small and old.

The man

can teach us about history.

Old coins

on the coin has got long hair.

Our writing workshop

… is special to me! I always play it on special days! I think music is important to everyone. Sometimes people play music when they’re happy. They can play music when they’re sad, too.

1.19

Ideas deas generator Listen and number.

Give it a go Plan your description with a friend.

What’s your special thing?

Gabriel, 9, Nigeria

Describe it. Why is it special to you? Do you think it’s important to everyone? Why? Why not?

Listen again. Complete the sentences.

1.16

I appreciate special clothes

Listen. Which thing from Activity 2 don’t they talk about?

1.15

cameras

necklace

Shine

Grow

Which thing in Activity 2 do you think is important to everyone?

Tom, 10, USA

Read again and choose. 1 Ewa lives in Russia /

I try different food!

Build

This is my special thing. It’s a small, old coin. There’s a picture of a man on it. He’s got long, curly hair and a moustache! The coin is special to me. It’s a present from my grandfather! I think old coins are important to everyone. We can learn about history from old coins.

… is special to me! I never forget my camera when I go out! I take a lot of photos and I often make films of my friends. It’s fun! I think cameras are important to everyone. They can take photos. They can also make films about special days.

Ewa, 9, Russia

in the lesson, and develops listening skills appropriate for the level.

I play with friends!

… are special to me! I love stories. This is my favourite book. It’s about a pirate! He’s got a red moustache and a long, curly beard! I think books are important to everyone. We can learn new things from books.

• Comprehension with critical thinking. • A listening task that extends the topic explored

I celebrate all families!

Imagine

Lesson 7

Lorem ipsum

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

I appreciate special things.

Let’s be friends I share toys!

Lesson 6

Wonder

Lesson 6

I can shine!

books

Sara thinks that… are important to everyone. Pierre thinks that… are important to everyone. Sara’s special thing is a… . Pierre’s special thing is a… .

Write a description of a special thing together.

I can write a description of a special thing.

Global Citizenship An article about special things

Writing WritingA A description description of of a special a special thing thing

M02_RS_PB4_5560_M02.indd 16

03/02/2021 07:28 M02_RS_PB4_5560_M02.indd 17

03/02/2021 07:29

Lesson 7

• The model writing text relates the global citizenship

• A Give it a go activity that provides step-by-step planning,

• An Ideas generator activity that helps pupils to

• Pupils produce their own version of the text genre / realia

strand to a real-world and functional context known to pupils.

reflective of the model text, to support pupils in structuring their writing.

personalise the context and provide further ideas for their own writing.

Lesson 8

in the I can shine activity, simultaneously practising the vocabulary and grammar structures learnt in the unit.

Wonder

Imagine

Build

Grow

Shine Shine

My special peop

Step 2

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

Step 1

Review

Look. What do Kurt and Mia look like? Are you the same or diﬀerent?

This is my frien d… . He’s / She’s got… . He / She hasn’t got… . His / Her speci al thing is… . We’re the same / different beca use… .

hair eyes freckles eyebrows smile

• Pupils ‘reimagine’ what they have learnt in

Kurt

Mia

their own context in answer to the unit title.

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

Make a poster about your friend and his / her special thing. Are you the same or diﬀerent?

8 Kurt’s got curly, brown hair. I’ve got curly, brown hair, too! We’re the same!

• Recycles and reviews language input from the

unit and provides controlled speaking practice.

• Pupils watch the Our World video again to

Look again. What are Kurt and Mia’s special things? What’s your special thing?

What can we say when we don’t understand someone?

Is your special thing important to everyone?

Time to shine!

Present your friend to the class. This is my friend Ben. He’s got straight, brown hair and big, green eyes. We’re the same because I’ve got brown hair, too. But Ben hasn’t got freckles or a ponytail. His special thing is his favourite book!

Watch and listen.

My special thing is my camera. I think cameras are important to everyone because they can take photos of special days. My special thing is my bracelet. Bracelets aren’t important to everyone but this is special to me!

Put all the posters together to create an All About Us exhibition.

Mia hasn’t got freckles. I’ve got freckles. We’re diﬀerent!

consolidate vocabulary and language from the unit.

Create

What does your friend look like? What’s his / her special thing?

What new facts do you know about your class?

I can talk about people in my class and their special things.

Unit review Unit objectives review

M02_RS_PB4_5560_M02.indd 18

Unit Unit project projectDescribing Describing a friend a friend 03/02/2021 07:29 M02_RS_PB4_5560_M02.indd 19

03/02/2021 07:29

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

Course methodology F01_RS_TB4_5997_F01.indd 17

17 31/03/2021 14:17

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 each new level and will help provide a picture of pupils’ existing knowledge. It also provides awareness for teachers of where individual pupils or the class may need support as they work through the course. The tests 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. The tests can help identify any areas where further support is needed for individuals or the whole class. The test results can also help teachers 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 in activities aligned to the key competency indicators. As with the Unit tests, information gained from these tests 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. 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 competency indicators for the level and to assess class readiness for the next level. It helps teachers evaluate the level of pupils individually and as a whole class, and supports decision-making and planning for the next level.

Course methodology

F01_RS_TB4_5997_F01.indd 18

31/03/2021 14:17

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. Beginner pupils are especially responsive to positive feedback.

Assessment for Learning in Rise and Shine

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 Eva’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 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 Pupils say the items they like in full sentences and can ask about other items.

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

ADJUST Pupils say the items they like, with support.

Introduce

EXCEED Pupils ask and answer about items and use additional descriptive language to describe the items.

troduc

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

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.

Course methodology F01_RS_TB4_5997_F01.indd 19

19 31/03/2021 14:17

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 gives 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 projects

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 projects, and their final output for the projects, in their own words.

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

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

• Promote full participation by encouraging pupils to offer

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

• Provide opportunities for pupil reflection both for the

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

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

Course methodology

F01_RS_TB4_5997_F01.indd 20

31/03/2021 14:17

Managing inclusive classrooms Rise and Shine is designed to support inclusive classrooms and helps teachers 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 help for teachers to adjust their 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 provide extra support for those who are struggling or need to be challenged.

Throughout the Teacher’s Book there are targeted teacher-training tips to give teachers their time to shine. TEACHER TIME TO SHINE: scaffolding speaking During freer speaking activities, some pupils will find it difficult to express their ideas in English. Before they do the activity, write possible sentence frames on the board to help them structure their sentences. Useful language for this activity might be: I can upcycle my… . At home we can upcycle… and phrases for agreeing and disagreeing, e.g. Yes, I agree. That’s a good idea. I don’t think we can upcycle… Additional support for mixed abilities and the inclusive classroom can also be found on the digital presentation tool.

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

Take a multisensory approach Useful with all primary learners, pupils with additional needs draw extra benefit from encountering language in multiple modes. Multi-sensory approaches are recommended for pupils with dyslexic tendencies. Rise and Shine presents language through text, images, audio, song and video. Ensuring a balance between different modes holds the class’s 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 additional needs and teachers alike. Written activities in Rise and Shine are structured to increase in difficulty, so that all pupils can complete at least some of the activity. Some may complete only the first few task items, but being set the same activity as the rest of the class prevents pupils from 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.

Practical tips and planning F01_RS_TB4_5997_F01.indd 21

21 31/03/2021 14:17

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 if time allows, it can be used in Lesson 6 to support the global citizenship theme. The video can also be used in the Lesson 8 Review to give pupils a chance to reflect on how much more they understand of the video now that they are close to finishing 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 grasp 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 good short-term memory and watching the same episodes again, two months after they were first shown, will considerably improve their memorising ability.

• Watch the video with pupils from the beginning to the end. Encourage pupils to say the English words 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 eight 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.

Practical tips and planning

F01_RS_TB4_5997_F01.indd 22

31/03/2021 14:17

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. Communication cards to support confidence building linked thematically with the unit topic and vocabulary, allow for personalisation of the functional language. This helps make the language meaningful for pupils. The focus on communication 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. Name:

City of the future

Class:

Who are we?

Class:

Describe your person to Pupil A.

Part two A to: Invite Pupil

Part two and say Pupil B. Look parties. Listen to to these ‘yes’ or ‘no’ cooking party

a birthday

party

PHOTOCOPIABLE © Pearson Education Limited 2022

✓ Communication

ling party an upcyc

✓

✗

Communication Cards Unit 1

a cooking

party

ling party an upcyc

a cycling

✓

✗

ice rink museum market 

party

a cycling

a birthday

party

✗ PHOTOCOPIABLE

party

Communication

Cards Unit 3

Part two

Listen and draw.

party

Give your friend directions to the places on the map.

Part two

a birthday

party a cycling

party

Part one

✗

a birthday

party a cycling

Give your friend directions to the places on the map.

✗

Part two Look at the places in the box. Ask your friend where they are on the map. Write A, B or C.

ling party an upcyc

party a cooking

art gallery swimming pool theatre

friend to:

ling party an upcyc

START

Invite your

PHOTOCOPIABLE © Pearson Education Limited 2022

Imagine

Grow

Build

Shine

Lesson 5

Look. What are they doing?

2.13

Would you like to come to my upcycling party on Saturday?

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 • 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

Limited 2022 Education © Pearson

2 Cards Unit

To develop learner confidence, Rise and Shine offers visual activities throughout the level that can act as conversation starters 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. Wonder

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

them, offering support where needed.

PUPIL B Part one and say Pupil A. Look parties. Listen to to these party ‘yes’ or ‘no’ a cooking

Part one

PUPIL A Part one

PUPIL B

Class:

Listen and draw.



Describe your person to Pupil B.

Name:

PUPIL B Part one

PUPIL A



PUPIL A Part one

it again!

START

Let’s use

Look at the places in the box. Ask your friend where they are on the map. Write A, B or C.

Name:

Tips for encouraging pupils to speak in the classroom

Listen and read. When is the party?

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

• Speak as much English as possible in the classroom.

Deliver instructions in English, even if they need to be repeated in L1 for weaker pupils, to start to create a safe English space. See page 28 for useful classroom language.

• Encourage any visitors to the class to speak English

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

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

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

Yes, please. I’d love to!

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

No, thanks. Sorry, I can’t.

2.14

Listen again and repeat.

Pronunciation

2.15

Listen and say.

I can shine! 5

Invite your friends to some parties. Your friends answer. Would you like to come to my upcycling party? Yes, please. I’d love to!

I’d love to come to your party. Parties are always fun! But I can’t come to your party. Sorry but I can’t come!

No, thanks. Sorry, I can’t. I can make and reply to invitations.

Communication Making and responding to invitations.

are mine / yours / his / hers. M03_RS_PB4_5560_M03.indd 25

25 3/24/21 2:24 PM

Practical tips and planning F01_RS_TB4_5997_F01.indd 23

23 31/03/2021 14:17

Teaching with posters Posters can play a key role in English-language lessons, 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 to consolidate and extend the language already learnt.

Tips for working with posters 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. ocean animals. Ask pupils to think about the vocabulary which may be presented on the poster. Encourage them to provide examples of particular words related to this thematic group. In the case of ocean animals it will be a shark, an octpus, a seal, a seahorse, etc. Then stick the poster to the wall and check together how many words the pupils predicted correctly. 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 (seahorses) can you see? Is it (an octopus)?, etc.

Placing words on the poster If pupils can recognise written words, you can ask them to place appropriate flashcards, showing the word side, 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. 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 (octopus) (sleeping)? What colour is the (seahorse)? 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 can name the highest number of items from the poster wins. True or false? Point to various objects on the poster and make true or false sentences related to them. For example, point to an octopus and say It’s a seahorse. Pupils answer No. It’s a jellyfish!

Finding and pointing Ask individual pupils to come to the poster, find and point to specific objects, e.g. Point to the seahorse, etc. You can also divide pupils into two teams and change the activity into an exciting competition. Ask one person from a 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, the other team takes a turn. Pupils can replace the teacher and give the commands. Quiz Tell pupils that you are thinking about a certain picture from the poster. The pupils’ task is to guess which picture you mean. You can describe the object you have in mind for more advanced pupils, e.g. It’s grey. It’s big. It has got a tail. What is it? Pupils answer (It’s a shark.). 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.

Practical tips and planning

F01_RS_TB4_5997_F01.indd 24

31/03/2021 14:17

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.

• 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.

• 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.

• 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.

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. 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. 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. 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. When 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.

Practical tips and planning F01_RS_TB4_5997_F01.indd 25

25 31/03/2021 14:17

Games and extensions Flashcard games

Team games

Memory game Stick flashcards of the items you want to revise on the board, or write the words on cards or on the board. Give pupils 30 seconds to memorise the cards or words, then cover or remove them from the board. Pupils work individually or in pairs to write a list of the words. To make the game more challenging, pupils write the words in the order they appeared on the board.

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 which belong to the category as they can in two minutes.

Picture card mime game Invite a pupil to the front. Show him / her a flashcard 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.

TPR games Basketball Ask a pupil a question. If he / she answers correctly, he / she has a shot at a basket, box or bin placed at the front of the class. If the pupil gets the ball in the basket, 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. 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.

Statues Play some music. Call out an action or word you want to revise, e.g. play hockey, funfair, close gates, and have pupils move around the classroom miming it. When the music stops, pupils have to freeze. Identify any pupils still moving, and ask each pupil to make a correct sentence using the action or the word. If they can’t do this, they are out of the game. This game can also be played with pupils seated.

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. 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. 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.

Pronunciation and spelling games 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.

Practical tips and planning

F01_RS_TB4_5997_F01.indd 26

31/03/2021 14:17

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. 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. Twenty questions This game can be played with the whole class or in teams. If played in teams, place stronger pupils with weaker ones, so that the stronger ones can help with question forming. Give one pupil in each team a flashcard of a vocabulary item from the unit (or in the course so far) you would like to revise. The pupil with the card mustn’t show it to the class. Tell the class that in this game, he / she can only say yes or no. The other pupils must guess what the item is, by asking questions. Write some example questions on the board, e.g. Is it an animal? Does it eat fish? Has it got legs? Also give an incorrect question type: e.g. What does the animal look like? And elicit why it isn’t a good question in this game. The class has a maximum of twenty questions that they can ask. The pupil who guesses the item correctly gets a point. Word tennis This game can be played with any lexical set. Write the group of words you want to revise on the board, e.g. ocean animals or sports. Put pupils into pairs and give each a name, A or B. Pupil A starts and says one word from the group, pupil B replies with another word from the group, or a word associated with the first word. A then replies with a third word, and so on until they have run out of vocabulary. Whoever says the last word, starts the game again with another word from a different word group. Telephone game Have pupils sit in a circle, or, if this isn’t possible, arrange them so that they are in rows, or seated close enough to each other at their desks. Whisper a sentence using target language from the unit to the first pupil in the circle, or to the first pupil in each line / at each table. They pass the whisper around the circle. Encourage pupils to ask for clarification using the functional language from Unit 1, Lesson 5 (Can you say that again, please? Yes, of course. Sorry, I don’t understand.) The last pupil says the sentence out loud. The winning team (if played as a team game) is the team who reports the message most accurately back to you.

Stand up – sit down Mix flashcards from two vocabulary sets. Show a flashcard to the class. If the flashcard is from set 1, they stand up and if it is from set 2, they sit down. Alternatively, say the vocabulary aloud, without using the flashcards or have pupils touch their head or toes instead of standing up and sitting down. ‘Granny / Grandad’ Have pupils stand up. One pupil turns their back to the rest of the group – the ‘granny / grandad’ – and the rest of the class to stand in a line at the opposite end of the room. Tell pupils to try and sneak up on the ‘granny / grandad’ but be careful as they can turn around at any time. Ask the ‘granny / grandad’ to say an activity or verb for the group to pose as when the ‘granny / grandad’ turns around. Tell pupils that if he or she turns around, they have to freeze in the position of the activity / verb said. If the ‘granny / grandad’ sees you moving, they can send you out of the game or back to the end of the room. The winner is the person that reaches the ‘granny / grandad’ first. Backs to the board Split the class into two teams and have one pupil from each team come to the front of the class. Have them face their team with their back to the board. On the board write a vocabulary item or a short phrase. The team have to act out the vocabulary for the pupil at the front to guess. The pupil that guesses first wins their team a point. Who is it? Tell pupils to each choose someone in the class they know well but not say who it is. Put pupils into pairs or groups. One pupil in each pair / group starts. The other pupil / s ask questions, e.g. Have you got curly hair? Have you got a brother / sister / pet? to find out who the ‘mystery person’ is. The person answering can only give short answers: Yes, I have. or No, I haven’t. Memory chain game This game can be used to revise items of vocabulary, e.g. objects, names of animals, activities, sports or places in a town. It can be played as a whole class or in groups. Pupils can sit in a circle to play. The pupil who starts says for example, My town has got a museum. The second pupil repeats the first pupil’s item and then adds his / her own, e.g. My town has got a museum and an ice rink. The third pupil repeats both items and then adds his / her own. and so on. If a pupil forgets to include an item in their list, then they are ‘out’. The game continues until all known items have been included.

Progress game The Rise and Shine Museum Trail This game, at the end of the Pupil’s Book, allows pupils to review and showcase what they have learnt in Level 4. Pupils can play the game individually or in pairs, working their way round the board, using counters if they wish. At each of the displays, they answer a question before moving on to the next one. They score a point for each question answered correctly. For more confident pupils, the game can be played against the clock or they can come up with alternative questions. If pupils are playing in pairs, you could introduce some functional language before they start: Whose turn is it? It’s my / your turn. That’s right. Sorry, I think that’s wrong.

Practical tips and planning F01_RS_TB4_5997_F01.indd 27

27 31/03/2021 14:17

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.

Practical tips and planning

F01_RS_TB4_5997_F01.indd 28

31/03/2021 14:17

Extra digital resources

Activity Book

Extra print resources

Activity Book

Listen and point. Then listen and repeat.

Vocabulary Describing people

Watch and listen. Look and say.

They’ve got blue eyes.

5 beard 10 blonde hair

03/02/2021 07:25

curly hair

freckles

acmaer

and a brown hair and a long

ponytail

I can ask and answer about what people look like.

He’s got curly, brown hair and brown eyes but he hasn’t got a beard!

big eyebrows smile

blanket

drum

R&S_PB4_ AW_ Welcome.2d

necklace

R&S_PB4_ AW_ Welcome.2b:

Listen or watch. Then choose.

Vocabulary Special things

This exhibition is about special people / things.

1.08

Look. Which things can you see in the story?

coin

earrings

R&S_PB4_ AW_ Welcome.2c:

bracelet

Listen, point and say.

R&S_PB4_ AW_1.2a

1.07

Museum

We can help you, Eva! Let’s go!

Oh! I can’t find it!

03/02/2021 07:25

The bracelet isn’t there!

Have you got a special thing, Eva?

Has the girl got some chocolate?

Hugo can smell something.

Yes, she has! Her family makes chocolate in Brazil.

Yes, I have. It’s my grandmother’s bracelet. Oh, no! Where is it?

The exhibition is about special things.

Yes, he has! Music is important in Nigeria.

I can hear this thing! Has the boy got a drum?

Story

My special thing is a coin / bracelet.

1 2 3 4 5

and

from the story.

Let’s imagine! What do you think? The story is: OK ✩ good great ✩✩✩

✩✩

Grow

Miaow!

Here’s your bracelet, Eva!

Story value Understanding about special things.

I can talk about my special thing.

I want to put my… in the exhibition because… .

18/02/2021 16:51

03/02/2021 07:26

What special thing do you want to put in the exhibition?

Socks is clever, too!

Everyone is very happy.

I can shine! 5

Shine

The children go to the first room.

Look! Let’s follow Socks!

No. The bracelet isn’t here.

My special thing is My special thing is a necklace / drum. chocolate / a bracelet.

Build

Oh, thank you! You are very clever!

Sofia hears a piano. Hugo smells chocolate. Eva’s special thing is her necklace. Eva can’t find her special thing. Socks helps the children find the bracelet.

Extra time? What’s your special thing? Can you see, hear or smell it?

I think it’s

It’s

I’ve got the

Imagine you’ve got a special thing from the story. Write.

Read the story again. Then number.

My special thing is a drum / blanket.

I can shine!

M02_RS_AB4_5829_M02.indd 6

Lesson 3

1 Look and match. Then circle.

How does Eva feel at the end of the story? Why?

Here’s the bracelet! Well done, Socks!

They go to the lobby.

Read and answer. True or false?

Let’s find Eva.

No, it isn’t here.

M02_RS_PB4_5560_M02.indd 13

Imagine

I can’t see the bracelet.

The children look for the bracelet.

Wonder

Unit 1, p6, Activity 1

M02_RS_PB4_5560_M02.indd 12

Lesson 3

1.10

Yes, he / she has. No, he / she hasn’t.

He / She’s got a necklace.

a drum? a bracelet?

Yes, it is!

Yes, she has.

No, she hasn’t.

Structures What has he / she got? He / She’s got (a drum).

Is it Zoe?

Has she got a necklace?

Has this person got curly, red hair?

Choose a person. Then ask, answer and guess.

Has he / she got

What has he / she got?

03/02/2021 07:27

1 moustache

curly hair

freckles

hair and a long

and a brown

hair, glasses and a

ponytail

smile

big eyebrows

Structures

and a

but he

a smile.

but she

and .

M02_RS_AB4_5829_M02.indd 5

Extra time? Write new words in their word families. Draw a picture for each word.

He’s / She’s got He / She hasn’t got

What does your person look like?

Write notes about a family member or friend. Then ask and answer.

She’s got curly hair. She hasn’t got dark hair.

c She hasn’t got curly hair.

What does she look like?

d She hasn’t got a ponytail.

5 18/02/2021 16:51

a moustache.

a She hasn’t got a smile.

I can shine!

hasn’t got

b She hasn’t got freckles.

What do they look like? Match. Then ask and answer.

curly

5 She’s

big

a big smile.

freckles. She a beard.

got

Listen and write.

3 He 4 He’s

2 She

1 She’s

1.06

Lesson 2

Story

My special thing is a coin / bracelet.

and

from the story.

Let’s imagine! What do you think? The story is: OK ✩ good great ✩✩✩

✩✩

18/02/2021 16:51

My special thing is My special thing is a necklace / drum. chocolate / a bracelet.

Extra time? What’s your special thing? Can you see, hear or smell it?

I think it’s

It’s

I’ve got the

Imagine you’ve got a special thing from the story. Write.

Read the story again. Then number.

My special thing is a drum / blanket.

I can shine!

M02_RS_AB4_5829_M02.indd 6

Lesson 3

1 Look and match. Then circle.

Yes,

she got a necklace?

No, he hasn’t . He has got a football .

Has he got a blanket?

M02_RS_PB4_5560_M02.indd 15

Yes,

she got a necklace?

No, he hasn’t . He has got a football .

earrings ?

2 Sorry, I understand.

you ?

glasses.

a guitar.

Pronunciation Circle the odd word out: café gallery coin camera computer coat

. of course. This is . Look!

Has she got a drum?

Let’s build! What has your friend got on his / her desk?

She

No, She

What is your special thing? Write and say. 1 Look! This is my thing. It’s 3

M02_RS_AB4_5829_M02.indd 7

Structures and communication

Has he got a blanket?

I can shine!

Look and write.

Lessons 4 and 5

. of course. This is . Look!

earrings ?

2 Sorry, I understand.

you ?

glasses.

a guitar.

Has she got a drum?

18/02/2021 16:51

use my blanket in summer!

kick my football with my friends.

play my drum after school.

I sometimes take photos.

play my guitar for my family.

1 I 2 I

brush my teeth.

3 I

I never play my sister’s guitar.

03/02/2021 07:27

make films.

play chess.

18/02/2021 16:51

Think about something that is important to everyone. Why is it important?

18/02/2021 16:51

Extra time? How many children in your class have got brown eyes? Count.

forget my books. 4 I

Sorry, I don’t understand.

Describe a person. Then listen and draw. Ask if you don’t understand something.

My person has got short, curly hair.

Write for you. Use always, often, sometimes and never.

4 I

Can you say that again, please?

Shine

I can ask if I don’t understand something.

2 I

always

I can shine! 5

3 I

1 I

I often play my drum.

Listen and number. Then write.

Reading and listening

I always read books.

1.17

M02_RS_AB4_5829_M02.indd 8

Read and match.

Lesson 6

Grow

Listen and read.

Sorry, I don’t understand.

1.11

Communication Asking for clarification.

Pronunciation Circle the odd word out: café gallery coin camera computer coat

Listen and say.

Let’s build! What has your friend got on his / her desk?

She

No, She

What is your special thing? Write and say.

1 Look! This is my thing. It’s

M02_RS_AB4_5829_M02.indd 7

I can shine!

1.13

Can you see Gus the cat in the classroom there? He’s got clever, green eyes. He’s got curly, grey fur!

Structures and communication

Look and write.

Lessons 4 and 5

Listen again and repeat.

Pronunciation

1.12

Yes, of course. This is my grandmother’s bracelet.

Build

This is my grandmother’s bracelet.

Imagine

I share toys!

al Citiz e ob

I share toys!

al Citiz e ob

I celebrate all families!

al Citiz ob

Let’s be friends

al Citiz e ob

I celebrate all families!

3 4

1.16

1.15

Tom, 10, USA

I play with friends!

I try different food!

al Citiz e ob

I try different food!

al Citiz e ob

I appreciate special clothes

al Citiz e ob

Gabriel, 9, Nigeria

… is special to me! I always play it on special days! I think music is important to everyone. Sometimes people play music when they’re happy. They can play music when they’re sad, too.

al Citiz e ob

I play with friends!

cameras

necklace

books

03/02/2021 07:28

always

1.19

1 I 2 I

kick my football with my friends. use my blanket in summer!

play my guitar for my family.

3 I

What does it look like? Is it old / new / big / small? Why is it important?

play chess. make films.

Check your work! Check your friend’s writing. Is the spelling correct?

. He / She often / sometimes / always / never

It’s important to him / her because

My friend’s special thing is It is

Your friend

Write about your friend’s special thing. Use your notes from Activity 2.

M02_RS_AB4_5829_M02.indd 9

You

My special thing

Complete for you. Then ask and answer.

Pippa, 9, Ireland

Give it a go

What’s your special thing?

I can shine!

Writing

I’m 2always / sometimes happy when I use my special thing. I 3always / never use it when it’s hot. I 4sometimes / always share it with my sister. What is it? Yes, it’s my blanket. It’s very special to me.

My special thing is a present from my granny. She’s very important to me. I 1 often / never talk to her on the phone.

A special present

Read, look and circle. What is Pippa’s special thing?

Lesson 7

is small and old. can teach us about history.

18/02/2021 16:51

Shine

18/02/2021 16:51

03/02/2021 07:29

Write a description of a special thing together.

I can write a description of a special thing.

I can shine!

Do you think it’s important to everyone? Why? Why not?

Why is it special to you?

Describe it.

What’s your special thing?

Give it a go Plan your description with a friend.

Writing A description of a special thing

on the coin has got long hair.

I never play my sister’s guitar.

Extra time? How many children in your class have got brown eyes? Count.

forget my books. 4 I

brush my teeth.

a b c

Grow

Think about something that is important to everyone. Why is it important?

Ideas generator Listen and number.

I sometimes take photos.

play my drum after school.

Listen and number. Then write.

I often play my drum.

Build

Our writing workshop 2

M02_RS_PB4_5560_M02.indd 17

The coin The man Old coins

1 2 3

Write for you. Use always, often, sometimes and never.

4 I

3 I

2 I

1 I

1.17

Reading and listening

I always read books.

M02_RS_AB4_5829_M02.indd 8

Read and match.

Lesson 6

Imagine

Listen and read. Then match.

Wonder

1.18

Lesson 7

Unit 1, p8, Activity 1

Sara thinks that… are important to everyone. Pierre thinks that… are important to everyone. Sara’s special thing is a… . Pierre’s special thing is a… .

coin

Listen again. Complete the sentences.

Listen. Which thing from Activity 2 don’t they talk about?

Which thing in Activity 2 do you think is important to everyone?

I share toys!

Read again and choose. 1 Ewa lives in Russia /

Ewa, 9, Russia

OptD

al Citiz e ob

I try different food!

Listen, read and match.

I play with friends!

al Citiz e ob

1 My drum 2 My camera 3 My books

1.14

HOME | NEWS | KID REPORTER | SHARING | FUN TIMES

I celebrate all families!

Lorem ipsum

I appreciate special things.

Special to me, important to everyone! al Citiz e ob

Let’s be friends

Global Citizenship An article about special things

Let’s be friends I share toys!

Let’s be friends

al Citiz e ob

Look. Are these things special? OptC

M02_RS_PB4_5560_M02.indd 16

OptB

OptA

Tell us about your special things!

Lesson 6

Step 1 Review

Mia hasn’t got freckles. I’ve got freckles. We’re diﬀerent!

Mia

5 Watch and listen.

Unit review Unit objectives review

My special thing is my bracelet. Bracelets aren’t important to everyone but this is special to me!

My special thing is my camera. I think cameras are important to everyone because they can take photos of special days.

Is your special thing important to everyone?

What can we say when we don’t understand someone?

Look again. What are Kurt and Mia’s special things? What’s your special thing?

Kurt’s got curly, brown hair. I’ve got curly, brown hair, too! We’re the same!

Kurt

hair eyes freckles eyebrows smile

Look. What do Kurt and Mia look like? Are you the same or diﬀerent?

03/02/2021 07:29

Make a poster about your friend and his / her special thing. Are you the same or diﬀerent?

What new facts do you know about your class?

M02_RS_PB4_5560_M02.indd 19

dark 2 and he 4

He 3

has

E A R D

glasses.

. .

got a white T-shirt.

got a moustache

got straight,

Can

Sorry, I

, please?

don’t understand

Extra time? People wear them in their ears. They’re… .

Yes, This is my 3

This is my mum’s necklace.

Think and write.

He 7

He 6

Missing word:

Listen and circle Holly’s uncle. Then listen again and write.

BLOG Holly’s uncle 1

1.20

M02_RS_AB4_5829_M02.indd 10

Unit 1 Review

E A R D

. .

Can

Sorry, I

, please?

don’t understand

18/02/2021 16:51

Time to shine!

18/02/2021 16:51

freckles

Home–school link

Special thing

old bracelet

Tell your family about your special people and things.

3 How often does he / she use them?

2 What are his / her special things?

1 What does your special person look like?

My special person

Make your lapbook. Find pictures or draw. Then write.

mum

M02_RS_AB4_5829_M02.indd 11

Features

ponytail

Name

blonde hair

ponytail bracelet blonde straight curly wavy dark moustache drum freckles earrings

or your own ideas.

Shine Shine

03/02/2021 07:29

18/02/2021 16:51

Unit project Describing a friend

1 Think about three special people. Complete. Use the words

Lesson 9

Extra time? People wear them in their ears. They’re… .

Yes, 3 This is my

This is my mum’s necklace.

Think and write.

glasses.

got a white T-shirt.

got a moustache

got straight,

He 7

has

He 6

and he 4

He 3

Missing word:

Listen and circle Holly’s uncle. Then listen again and write.

BLOG

Look and complete. Which word is missing in the puzzle?

Lesson 8

1.20

dark 2

Holly’s uncle 1

M02_RS_AB4_5829_M02.indd 10

Unit 1 Review

Grow

I can talk about people in my class and their special things.

Build

Put all the posters together to create an All About Us exhibition.

Look and complete. Which word is missing in the puzzle?

Lesson 8

Imagine

Create

This is my friend… . He’s / She’s got… . He / She hasn’t got… . His / Her special thing is… . We’re the same / different because…

What does your friend look like? What’s his / her special thing?

Step 2

Wonder

Time to shine!

Unit 1, p10, Activity 1

M02_RS_PB4_5560_M02.indd 18

My special people

Week 5

2.24

Look. Ask and answer.

Read. Who is Emma?

Review 1 Units 1 and 2

Write about someone in your family and their special thing.

Emma thinks her bracelet is special.

She’s got freckles.

She hasn’t got big eyebrows.

Emma’s got curly hair.

Read again. True or false?

3/24/21 2:24 PM

I can invite people to a party and reply to an invitation.

I can ask people to repeat something.

things.

Who are we?

All about us

Would / Can you like to go to the museum with me on Friday, Tim?

Would / Can you like to come too, Anna?

Yes, of course. 4Would / Can you like to go to the museum with me on Friday?

No, 7thanks / please. Sorry, I 8can / can’t.

Yes, 5thank you / please. I’d love to!

2 Sorry, / Please, I don’t understand. Can you say that again, 3sorry / please?

Read and circle. Then listen and check.

do a nature trail / Saturday morning

3/25/21 10:32 AM

buy a new sweater / Tuesday after school

go to an upcycling party / Sunday morning

Now invite your friend to do these activities. have a picnic / Saturday afternoon

2.25

Sara

Bye!

Special thing

old bracelet

Bella Whose is that book?

M03_RS_AB4_5829_M03.indd 21

Tom

Alex

Mr Smith

Unit 2 Unit 2

Vote. Sing or act out.

Unit 1

My favourite story is in

Unit 1

My favourite song is in

Review 1

4 I can ask questions and say who things belong to.

3 I can write an invitation to an exhibition about our things.

2 I can ask and talk about things people have got.

1 I can write about my friend’s special thing and why it is important.

3/25/21 10:32 AM

2121

3/24/21 2:24 PM

Read and tick (✓) . Tell your friend.

Time to shine!

It’s mine.

Think of a special person. Write and circle. Ask and answer.

but His / Her special thing is . It’s important to because Bye!

11 18/02/2021 16:51

Review 1

Let’s use it again!

Listen and write B (Bella), T (Tom), A (Alex) or S (Mr Smith). Then act out.

Mini-project

2.26

Hi , How are you? Thank you for your email about your special person. . My special person is He / She is very special to me. He / She has got and . He / She hasn’t got

Tell your family about your special people and things.

straight coin smile moustache special beard

and brown eyes. My sister has got a big 2 . She hasn’t got a 3 but she has got a4 in this photo! Me, My 5 thing is a too! pretty bracelet. My sister’s special thing is an old 6 .

Review 1

Hi Alice, This is a photo of my little sister and me. We’ve both got 1 straight , brown hair

M03_RS_AB4_5829_M03.indd 20

Home–school link

3 How often does he / she use them?

2 What are his / her special things?

1 What does your special person look like?

My special person

Read and write.

Review

freckles

Make your lapbook. Find pictures or draw. Then write.

Features

ponytail

mum

blonde hair

ponytail bracelet blonde straight curly wavy dark moustache drum freckles earrings Name

M02_RS_AB4_5829_M02.indd 11

Time to shine!

or your own ideas.

1 Think about three special people. Complete. Use the words

Lesson 9

Those are Sara’s books.

Museum

What you can see in the exhibitions? Complete your Museum Trail Card.

I can ask and talk about what people look like and their

M03_RS_PB4_5560_M03.indd 31

Mini project

Time to shine!

Whose are those books?

Create a class exhibition. Find things in your school bag. Look. Ask and answer.

I can read, write and talk about describing people and upcycling things.

Trail Card

Museum

Review 1, p11, Activity 1

M03_RS_PB4_5560_M03.indd 30

How can we use these things again?

What does he / she look like?

I’m Marco. I’ve got one sister. Her name is Emma. She’s got straight, brown hair and brown eyes. She’s got big eyebrows and a big smile. She hasn’t got freckles. Her special thing is a bracelet. It’s very old! It’s a present from our grandmother.

Whose is this / that?

necklace bowl boxes flower pot dolls

Listen. What do the children want to put inside the time capsule?

All about us

curly hair moustache blonde hair big eyebrows a big smile

Review

(every two units: Review)

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

18/02/2021 16:50

Tell me! Which are similar: blonde hair, black hair, dark hair and fair hair?

blonde hair

aaccm maaeerr

wavy hair

hair and a big

and

ssuum mm muuee

Extra time? What’s similar about the people in the picture in Activity 1?

5 She’s got

4 He’s got big

3 He’s got

2 She’s got

1 She’s got

Look at Activity 1 and write.

straight hair

beard

curly hair

M02_RS_AB4_5829_M02.indd 4

npohe

a p p

pap

PB p4–5

Who are we? Think and write.

Let’s review!

Vocabulary

1 Read and number.

Lesson 1

Unit 1, p7, Activity 1

a necklace a blanket blue eyes curly hair blonde hair a ponytail some photos a toy a football

Ask and answer about the picture in Activity 1.

He / She’s got a drum.

Listen and read. Then chant.

Grammar builder

M02_RS_PB4_5560_M02.indd 14

Wonder

Look. Describe the children and their special things. 1

Lesson 5

Listen. What’s Zoe’s favourite thing in the exhibition?

1.09

Lesson 4

Flashcards • Busy Book • Story cards • Poster

18/02/2021 16:50

03/02/2021 07:25

What does your brother look like?

mother father sister brother aunt uncle grandfather grandmother

What does your family look like? Ask and answer.

I can shine! 4

Tell me! Which are similar: blonde hair, black hair, dark hair and fair hair?

blonde hair

summue

hair, glasses and a

hair and a big

and

1 freckles

wavy hair

PB p4–5

Extra time? What’s similar about the people in the picture in Activity 1?

5 She’s got

4 He’s got big

3 He’s got

2 She’s got

1 She’s got

Look at Activity 1 and write.

straight hair moustache

curly hair beard

M02_RS_AB4_5829_M02.indd 4

npohe

Vocabulary

1 Read and number.

Lesson 1

a p p

pap

Song and structures What does he / she look like? He / She’s got… . He / She hasn’t got… .

She’s got curly, brown hair and brown eyes. She hasn’t got a ponytail.

He’s got straight, black hair and green eyes. He hasn’t got freckles.

M02_RS_PB4_5560_M02.indd 11

Who are we? Think and write.

Let’s review!

Read and sing. Listen, find and point.

Make sentences about people in the picture.

1.05

1.03

Lesson 2

What does he / she look like?

Grammar

Unit 1, p4, Activity 1

He’s got curly, black hair and a beard.

3 4

I’ve got straight, blonde hair. What about you?

4 pony tail 9 freckles

most common eye colour in the world?

3 moustache 8 smile

M02_RS_PB4_5560_M02.indd 10

2 curly hair 7 straight hair

Listen and find.

1.01

1.02

What can you see?

Lesson 1

Chorus

Shine

Grow

Build

What does he look like, That boy over there? He hasn’t got glasses, He’s got straight, black hair!

We’re all different! We’ve got different names, We’re all different! But we’re all the same!

Song

Imagine

der… onWhat’s the

Wonder

1 big eyebrows 6 wavy hair

things. Talk about people and their special

thing. Write a description of a special

Ask if I don’t understand something.

Talk about my special thing.

Who are we? like. Ask and say what people look

Museum

Pearson English Portal

4–5 hours per week

2–3 hours per week

Pupil’s Book

Teacher’s Digital Resources

Week 4

Week 3

n Gl

F01_RS_TB4_5997_F01.indd 29 en Gl

Week 2

Week 1

Course planning

Practical tips and planning

31/03/2021 14:17

Welcome

m u e s u M e in h S d n a e to the Ris

Key learning outcom

in Welcome, the pupils will:

Wonder

Talk about dates and birthdays

Imagine

Understand overall meaning and main idea(s) from short sentences and texts on everyday topics

Build

Participate in social exchanges in English

Grow

Understand overall meaning and main idea(s) from short sentences and texts on everyday topics

Shine

Create a Museum Trail Card

30 M01_RS_TB4_5997_M01.indd 30

31/03/2021 14:21

Unit overview Target vocabulary People and things in a museum: app, camera, exhibition, museum director, museum, phone Dates (ordinal numbers: 1st–31st); months of the year

Functional language

Target structures We’ve got… We can… We like / don’t like…

Values I value objects from the past and what we can learn from them.

When’s your birthday? It’s on the (date) of (month).

Recycling and building

Competency focus Participate constructively in class activities.

We’ve got… We can… We like / don’t like… There is / are…

Language stretch I don’t like them either!

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39) Development indicator: Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. Can ask basic questions to find out what possessions others have got. (28)

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

Can act out parts of a picture story using simple actions and words. (31)

Participate in simple simulated authentic contexts (e.g. dialogue or role play) relating to common situations using simple language and expressions.

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

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Writing

Write simple sentences about the world around me.

Working towards: writing a short text of 4–6 sentences on common topics, and, at the highest level, being able to write for a range of social and interpersonal purposes. Can can link groups of words in a sentence with ‘and’. (31)

Identify simple cohesive devices and use them to connect ideas in simple phrases or sentences.

31 M01_RS_TB4_5997_M01.indd 31

31/03/2021 14:21

Pupil’s Book page 4

Risee The Ris to The Welcome to

Objectives Lesson aim: to learn about museums Target language: museum director, museum, app, exhibition, phone, camera; Months of the year; ordinal numbers 1st–31st Recycled language: There is / There are…

Wonder

• • •

troduc

Big Picture: What can you see?

●

Play the Rise and Shine Welcome Song. Pupils sing along. Then practise with the karaoke version. Use the poster to introduce the new characters.

Elicit words from Level 1 tall, short, long, short, dark, fair hair; colours: T-shirt, trousers, glasses; tablet. D

iagn ose

0.04

Listen and find.

Look at the Big Picture. Play the audio, pausing for pupils to point to the characters as they listen.

I wonder

2 ● ●

Listen and point. Then listen and repeat. Present the vocabulary using the flashcards. Play the audio. Pupils point to items in the picture. Play the audio again. Pupils repeat each word. Show flashcards for them to say and find items on the page. Talk about the museum and the characters. Invite a pupil to read out the example. Write There is… There are… on the board and elicit more ideas. WONDER HELPER Introduce Sofia the Wonder helper. Read Sofia’s question and invite pupils’ ideas.

4 ●

●

0.06

Listen and chant.

Use the poster to present the months. Pupils say them in order. Practise pronunciation. Ask What month is it now? Tell class it’s Marco’s birthday today. Point to the calendar in the picture. Play the audio. Pupils point to the numbers. Practise ordinal numbers and the th sound. Play the chant again. Pupils stand up when they hear their birthdate.

Listen and point. Then listen and repeat. Talk about the museum and the characters.

4 5

0.07

Listen and chant. Listen and repeat. Then ask and answer.

When’s your birthday? It’s on the 22nd of May.

Vocabulary At the museum

M01_RS_PB4_5560_M01.indd 4

3/24/21 2:04 PM

Listen and repeat. Then ask and answer.

Play the audio. Pupils repeat, then take turns to ask and answer.

Ending the lesson ●

Ask pupils to stand in order of their birthdays.

Activity Book page 2

Look, think and write.

ANSWER KEY: 2 Marco / app, 3 Zoe, 4 Socks, 5 Hugo / camera / phone 6 Sofia / exhibitions

2 3

0.05

3 ●

Listen and find.

0.05

0.08

Listen, circle and write.

ANSWER KEY: 2 21st, 3 3rd, 4 22nd, 5 17th

Read the question aloud. Write pupils’ ideas on the board.

●

0.04

0.06

There’s a museum director and her name is Eva.

0.02 0.03

When are the birthdays? Look and write. Then ask and answer.

ANSWER KEY: 2 2nd of January., 3 16th of April., 4 It’s on the 23rd of July.

Activity 1

Pupil’s Book audioscript

Eva

Hello! Welcome to the museum! I’m Eva, the museum director. Sofia Hi, Eva! My name’s Sofia. Nice to meet you! These are my friends. This is Marco, Hugo and Zoe. Marco, Zoe and Hugo Hi, Eva! Eva Hello, children! This is my cat, Socks. Zoe Hi, Socks, nice to meet you! Marco It’s my birthday today! Eva Oh, happy birthday, Marco! Marco Thank you! Hugo When’s your birthday, Eva? Eva It’s on the 19th of April. When’s your birthday, Hugo? Hugo It’s in April, too! It’s on the 21st of April! Eva Great! There are a lot of exhibitions to see. Have you got phones or tablets? Zoe Yes, we have! Eva Good! You can use our museum app. There is a map on the app. But first, can you help me? Sofia Sure!

Starting the lesson

Learning path

Big Picture

Presentation: Activities 1 and 2

Practice: Activity 3

Wonder Helper

Presentation: Activities 4 and 5

Activity Book: Practice

Ending the lesson

M01_RS_TB4_5997_M01.indd 32

What do you like to see at museums?

•

Eva

3 app 6 camera

What can you see?

Materials Audio; Flashcards; Posters

●

2 museum 5 phone

Lesson 1

•

Starting the lesson: warm up and song

Socks 1 museum director 4 exhibition

Wonder: sparking curiosity Write learning objective on board: We’re learning about museums.

0.07

Sofia

• •

GSE Receptive: Listening: Can follow a simple conversation between two people or characters, if supported by pictures. Productive: Speaking: Can use ordinal numbers (up to 31st). Can give dates using standard formats (day and month).

●

m seum Museu ne Mu Shine and and Shi I

Lesson 1 – Vocabulary

31/03/2021 14:21

M01_RS_PB4_5560_M01.in

eum eum

der…

Lesson 2 – Song and structures

Song

What can you do in a museum?

It’s the Rise and Shine Museum. Come on! Let’s explore! It’s the Rise and Shine Museum. Exhibitions on every floor!

Objectives Lesson aim: to talk about things you’ve got and things you can do in a museum Target language: We’ve got…, We can… Recycled language: museum vocabulary

Chorus

Sofia

Marco

Hugo Zoe

We’ve got cameras, We’ve got phones, too, We can take photos, We can make films, too!

GSE Receptive: Listening: Can understand simple sentences on familiar topics if spoken slowly and clearly and with pauses. Productive: Speaking: Can ask basic questions to find out what possessions others have got. Can express ability or lack of ability in relation to basic everyday actions. Productive: Writing: Can write short descriptive texts (4-6 sentences) on familiar personal topics (e.g. family, animals, possessions), given a model.

Chorus

• •

Lesson 2

0.09

0.11

•

I can shine! Read and sing. Listen and answer. True or false?

Make sentences about the picture.

What have you got? What can you do?

Wonder: sparking curiosity Pupils imagine they are one of the characters in the museum and think about what they can see, hear and touch. Write the learning objective on the board: We’re learning to talk about things we’ve got and actions we can do in a museum.

We’ve got pens. We can write stories!

• •

Grammar We’ve got cameras. We can take photos.

he ay.

take photos use the map go online

I can talk about things we’ve got and actions we can do.

Song and structures We’ve got (cameras). We can (take photos). 3/24/21 2:04 PM

M01_RS_PB4_5560_M01.indd 5

5 3/24/21 2:04 PM

Starting the lesson ●

●

0.09 0.10

I can shine!

0.11

●

ADJUST Pupils say key words / phrases about their things and what they can do.

Listen and answer. True or false?

EXCEED Pupils ask and answer about their things and what they can do, giving extra information. .

Ending the lesson ●

Make sentences about the picture.

Read the Grammar box together. Elicit that we use have got with objects that we have and can with actions we can do. Pupils work in pairs to make sentences using the target structures.

Assess

ACHIEVE Pupils use full sentences about their things and what they can do.

Tell pupils to look at the picture, then decide if the sentences are true or false. Play the audio, pausing for pupils to answer.

●

•

Read and sing.

ANSWER KEY: 1 True, 2 True, 3 True, 4 False, 5 True

●

Materials Audio; Flashcards

iagn ose

Play the song. Pupils point to the vocabulary in the picture. Encourage pupils to sing along. Then play the karaoke version.

2 ●

Point to characters in the picture and ask What has he / she got? Has he / she got (a tablet)?

What have you got? What can you do?

Invite a pupil to read out the model. Elicit some answers. Pupils discuss their ideas.

Pupils think of an object. Then they go around the class asking Have you got a…? and answering. When pupils have the same object, they stand together and say, e.g. We’ve got (a ball).

Activity Book page 3

Read and write.

ANSWER KEY: 2 got / can, 3 got / We can, 4 We’ve got / We can

Look. Ask and answer. Then tell the class.

Activity 2 1 2 3 4 5

Zoe Marco Sofia Hugo Marco

Pupil’s Book audioscript

We’ve got cameras. We can take photos. We’ve got tablets. We can use the app. We’ve got phones. We can go online. We’ve got crayons. We can draw pictures. We’ve got maps. We can visit the museum.

Starting the lesson

Learning path

Activities 1 and 2

Presentation: Grammar

Practice: Activity 3

I can shine: Activity 4

Activity Book Practice

Ending the lesson

M01_RS_TB4_5997_M01.indd 33

Wonder

• • •

We’ve got tablets, We’ve got the app, We can go online, We can use the map!

Pupil’s Book page 5

33 31/03/2021 14:21

Lesson 3 – Story

Pupil’s Book pages 6 and 7 Museum

Lesson 3

Objectives Lesson aim: to read and understand a story about special things Target language: important, popular, special Recycled language: books, box, camera, games, phone, photos, tablet, toys

Imagine

• • •

0.12

There is something important in the cupboard.

Listen, point and say. What things can you see in the story?

2 Look! Do

important photos

GSE Receptive: Reading: Can identify the overall theme of a simple illustrated story, if guided by questions or prompts. Productive: Speaking: Can act out parts of a picture story using simple actions and words.

• •

popular books

2 3

you know what it is?

special toys

0.13

Yes, it is. It’s a time capsule! You put important things inside.

fun games

Read again and complete the sentences.

in the time capsule.

3 Sofia sees games and…

I can shine! 4

Imagine you’ve got a time capsule. What do you want to put inside it? We can put some popular books inside the time capsule.

Materials Audio; Story cards; a cloth bag or decorative box

•

2 We like computer games. We can put in a fun game. Yes! What about a book?

●

Before the lesson, put things that are special to you inside a box or cloth bag. Include known items. Show pupils the box / bag, but don’t open it. Pupils guess what might be inside.

1 ●

●

Listen, point and say. What things can you see in the story?

Vocabulary Special things

Give pupils time to think of a few items. Open the box from Starting the lesson and show pupils what is inside. Read out the model. Ask What other things can we put inside? Pupils discuss in groups. Monitor pupils’ use of the target language.

Read again and complete the sentences.

Pupils read the sentences. Check pupils know the characters. Pupils read and complete the sentences in pairs. Play the audio again for support with reading. ANSWER KEY: 1 fun game, 2 book, 3 toys

ADJUST Pupils say some items they want to put in a time capsule, with support.

EXCEED Pupils say what they want to put in a time capsule, using appropriate language and extra information.

Story extension

Pupils act out the story in small groups with different objects.

Ending the lesson ●

Pupils write sentences about what they’ve learnt using I can… . Pupils put them in a box. At the end of the course, pupils look and notice how much they have learnt.

Activity Book page 3

IMAGINE HELPER Introduce Hugo the Imagine helper. Read Hugo’s question and ask Did the children choose good things to put inside?

Assess

ACHIEVE Pupils say what they want to put in a time capsule, in full sentences.

Listen or watch. What’s inside the cupboard?

0.13

3/24/21 2:05 PM

Imagine you’ve got a time capsule. What do you want to put inside it?

I can shine!

Read the question and elicit the meaning of cupboard. Play the audio or the video. Check answers. Explain what a time capsule is. Play the audio track or video again. Pupils read the story. Check comprehension using the story cards. SUPPORT Give pupils time to read the story in their books. Then play the video to help them check they’ve understood. STRETCH Pupils do some research about time capsules.

3 ●

●

Play the audio and have pupils point to the pictures as they listen. Play the audio again and have pupils repeat. Pupils look at the story and see which things they can find. SUPPORT Listen for any pronunciation issues and practise them. STRETCH Pupils say which things they have got.

2 ●

0.12

●

Imagine a time capsule for your family. Think and write. Then ask and answer. Pupils read and complete. Then they act out, using the model dialogue.

Starting the lesson

Learning path

Presentation: Activity 1

Story: Activities 2 and 3

Imagine Helper

I can shine: Activity 4

Activity Book Practice

Ending the lesson

M01_RS_TB4_5997_M01.indd 34

What do you think of the time capsule?

M01_RS_PB4_5560_M01.indd 6

0.1

Gram

I can talk about things we can put inside a time capsule.

0.1

Loo you

What can the children put inside the time capsule?

in the very big room.

•

iagn ose

Wow! What a great idea!

2 Sofia wants to put a…

•

Great! B around t You can fi the tim

Listen or watch. What’s inside the cupboard?

1 Marco wants to put a…

Imagine: fostering imagination Encourage pupils to be imaginative and creative in story lessons by brainstorming a lot of different ideas. After reading or watching frame 1, ask pupils to imagine what the box is and what is inside. Write the learning objective: We’re listening to and reading a story about special things.

No. What is it?

It’s a box!

in the time capsule.

Starting the lesson

Lesson

31/03/2021 14:21

M01_RS_PB4_5560_M01.in

Lesson 4 - Vocabulary and structures

portant pboard.

Lesson 4

Objectives Lesson aim: to talk about likes and dislikes Speaking function: To ask and answer about likes and dislikes Target language: We like / don’t like science books. Recycled language: museum, time capsule, book, game

The children go into a very big room.

s it?

Great! But first, look around the museum. You can find ideas for the time capsule.

0.14

Listen and say. Which books do all the children like? a science books

• •

Yes. Games and toys, too!

b storybooks

I can shine!

Look. Which things do you like? Which things don’t you like?

can the ut inside capsule?

GSE Receptive: Listening: Can understand simple questions and answers about peoples’ likes and dislikes. Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way.

… and books and a camera.

OK. See you later!

0.15

Listen and read. Then chant.

Build: building confidence Build confidence by using pictures or flashcards to elicit words pupils are familiar with, e.g. school subjects, food, animals, actions. Practise the grammar structures with these words during the lesson. Write the learning objective on the board: We’re learning to ask and answer about the things we like.

•

Ask and answer. Do you like football?

Grammar builder Yes, I do.

•

science books. We like

Me too! We both like football!

storybooks. We don’t like

I can talk about things we like and don’t like.

museums.

Structures We like / don’t like (science books). 3/24/21 2:05 PM

M01_RS_PB4_5560_M01.indd 7

Materials Audio; a selection of books (children’s fiction and non-fiction); Flashcards (Level 3)

•

3/24/21 2:05 PM

Starting the lesson ●

●

0.14

ACHIEVE Pupils ask and answer questions about some of their likes and dislikes, with some support.

Listen and say. Which books do all the children like?

Ask pupils if they remember the time capsule from Lesson 3. Ask What things can they put inside it? Tell pupils that the children are choosing something to put inside the time capsule. Play the audio. Ask pupils to point to the things they hear in the picture. Play the audio again. Pupils listen for the answer. SUPPORT Pause the audio to check comprehension after each section, e.g. Do they all like science books? Do they all like storybooks? STRETCH Pupils say if they agree or disagree. Agree: Me too; Disagree: I don’t.

ADJUST Pupils ask and answer about their likes and dislikes, with the support of a model. EXCEED Pupils ask and answer about their likes and dislikes without support and with some improvisation.

Ending the lesson ●

ANSWER KEY: b

2 ●

0.15

Pupil’s Book audioscript

Marco We can put all our favourite things inside the time capsule! We like games! We can put in a fun game! Hugo Yes! We like books, too! We can put a popular book inside the time capsule. Zoe Oh, yes! I like science books! Marco Me too. Hugo I don’t! Sofia I don’t like them either! We don’t like science books! Zoe Oh, OK. What about storybooks? Marco Yes, I like storybooks! Sofia and Hugo Me too! Zoe Great! We all like storybooks! We can put our favourite storybook inside! Sofia OK! But let’s explore the museum first! I can see games and toys in that very big room, look! Hugo Yes, let’s go and explore!

Listen and read. Then chant.

Play the audio. Pupils read the examples in the Grammar builder box. Play the audio again. Pupils repeat the chant.

Pupils think of five things they think their partner doesn’t like. Provide any vocabulary. They then ask and answer.

Activity 1

BUILD HELPER Introduce Marco the Build helper. Read the questions and elicit a response. Pupils discuss the things they like and don’t like in pairs. Pairs tell the class.

●

Assess

I can shine!

iagn ose

Bring in some storybooks and non-fiction books. Hold up each book and encourage them to say if they would like to read it or not. Ask what kind of books they like.

Ask and answer.

Put pupils in pairs (A and B). Pupils make a list of four things they like and four things they don’t like. Pairs ask and answer questions about their preferences.

Starting the lesson

Learning path

Presentation: Activity 1

Activity 2

Build Helper

I can shine: Activity 3

Ending the lesson

M01_RS_TB4_5997_M01.indd 35

Build

• • • •

Oh, look! A tablet and a phone!

. It’s a ule! You ortant nside.

Pupil’s Book page 7

35 31/03/2021 14:21

Lesson 5 – Reading and writing

Pupil’s Book page 8

Lesson 5

Objectives Lesson aim: to learn about time capsules Cross-curricular connection: History Receptive language: floor, time, time capsule, newspaper, cupboard, future

• • •

1970, London

Hi! I’m Kate Brown. It’s the 31st of August. Today is an exciting day! We’re closing our class time capsule. There are some photos and today’s newspaper inside!

GSE Receptive: Reading: Can understand basic factual statements relating to pictures or simple texts. Productive: Writing: Can link groups of words in a sentence with ‘and’.

Grow

Look and number.

• •

0.16

c Closing and opening a time capsule

• •

1 There are photos / computer

games and a newspaper inside the time capsule.

2 Tina is opening / closing the time

4 Miss Brown’s first name is Kate / Tina.

1 ●

4 ●

ANSWER KEY: A 2, B 1

●

IIcan canwrite writeabout aboutaatime timecapsule. capsule.

Reading and writing An article about a time capsule 3/24/21 2:05 PM

GROW HELPER Introduce Eva the Grow helper. Read Eva’s task as a class. Brainstorm ideas about what to put in their time capsule. Pupils think about what is important to them and other children in their country now. Pupils discuss in groups and choose.

Look and number.

0.16

Complete the sentence. There are… and… inside our time capsule.

M01_RS_PB4_5560_M01.indd 8

iagn ose

Focus on the two pictures. Tell pupils that one picture shows before the time capsule is buried and the other after it is opened again. Pupils number the pictures in the correct order. Check answers and ask, e.g. What are they doing? Are the pictures in the present or the past?

I can shine!

Work in groups. Agree on two things to put inside your class time capsule.

Tell pupils to imagine they are 50 years in the future. Say Things are very different now. What do people wear? What special things have people got? Give pupils a few minutes to think about what the future will be like.

3 The time capsule is 31 / 50 years old.

•

●

Kate Brown, today

capsule today.

Look, Tina! Can you see that girl in the photo? That’s me! This is my time capsule! I’m very happy to see it again!

Read and choose the correct answers.

Materials Audio

Starting the lesson

mus

There’s an old newspaper inside. We can take it to the museum! There are also some old photos of the class. The children have got books, pens and pencils. We’ve got books, pens and pencils in our classroom, too!

b Opening a time capsule

Listen and read. Choose the best heading.

Pupils look at the pictures in the article and read the introduction. Elicit what the article is about (time capsules). Play the audio. Pupils read as they listen. Pupils read and choose the option that fits best. SUPPORT Pre-teach the meaning of open and close before pupils choose the heading. STRETCH Pupils read the text again, identify any unknown words and try to work out their meaning from the context.

Complete the sentence.

Read the sentence together. Pupils should complete it with the two things they decided on in the Grow helper section. Focus on the sentence There are some photos and today’s newspaper inside! to use as a model. SUPPORT Elicit examples and write them on the board before pupils attempt the activity. STRETCH Ask pupils to write more sentences about other things to put inside their time capsule.

I can shine!

Assess

ACHIEVE Pupils complete a sentence about what is inside their time capsule.

ANSWER KEY: c

3 ●

ADJUST Pupils complete a sentence about what is inside their time capsule, with support.

Read and choose the correct answers.

Have pupils read the sentences, find the relevant part of the text and then choose the correct option. Pupils compare answers before checking with the class. SUPPORT Have pupils find the key words in each sentence and scan the text for these words. They then read the sentence in the text to find the correct answer. STRETCH Pupils write two more statements with options. Then swap statements with a friend and complete. ANSWER KEY: 1 photos, 2 opening, 3 50, 4 Kate

EXCEED Pupils write 2–3 sentences about what is inside their time capsule.

Ending the lesson ●

Play Memory game. (See pages 26–27.) Before the lesson, make a list of ten known objects to be put inside a time capsule.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activities 2 and 3

Grow Helper

I can shine: Activity 4

Ending the lesson

M01_RS_TB4_5997_M01.indd 36

fou e

Today, London

Hi, my name is Tina. Today, it’s the 1st of September. We’re opening our class time capsule. It’s 50 years old! Time capsules help us learn about the past. Our teacher, Miss Brown, is helping us.

Listen and read. Choose the best heading.

a Closing a time capsule

Grow: nurturing growth in society Promote global citizenship by encouraging pupils to appreciate their local culture and art. Write the learning objective: We’re learning more about time capsules.

1 Kate Brown, 1970

31/03/2021 14:21

M01_RS_PB4_5560_M01.in

Lesson 6 – Review and project Step 1

wn, 1970

1st of ss time psules eacher,

dates

Step 2

ence.

time capsule

Do you and your friends like the same things?

We can so some n have got room,

GSE Productive: Speaking: Can describe someone’s likes or dislikes in a simple way. Can describe common everyday objects using simple language.

•

We’ve got

books. / cameras. / tablets.

We like

popular books! / important photos! / fun apps!

We can

read stories. / take photos. / use the app.

Shine: Time to shine! Provide support for project work by reminding pupils that people have different ideas and preferences. They can share ideas for the Museum Trail Cards, but choose only one item. Write on the board: We’re going to make and present a Museum Trail Card.

•

! Time to shine

Create

Draw a time capsule on your Museum Trail Card.

Decide on one of the things to put inside your time capsules. Draw it on the cover. We like cameras. We can put some important photos inside our time capsules!

• •

Look. Make sentences.

fourth important photos exhibitions app toys museum director

museum

Can girl in hat’s y time very again!

Shine

ondon

Objectives Lesson aim: to review what we’ve learnt in the unit and to make a Museum Trail Card Recycled language: We’ve got… , We can… , We like…

Review

Match. Then add more words.

Pupil’s Book page 9

•

Present your Museum Trail Card to the class.

Materials Museum Trail Cards, one set per pupil (download) or A4 paper or card (4 sheets per pupil); coloured pens or pencils, stapler, glue

•

Which objects are popular in your class?

I can talk about a time capsule.

ule. ule.

Unit Unitproject project AA Museum Museum Trail Trail Card Card 3/24/21 2:05 PM

M01_RS_PB4_5560_M01.indd 9

Step 2: Create

9 3/24/21 2:05 PM

Starting the lesson ●

4 ● D

iagn ose

Put pupils in two teams. Give each team a category and have them say as many words as they can from that category. Award one point per correct answer. Encourage teams to confer.

Step 1: Review

●

1 ●

Match. Then add more words. Elicit an example word for each category. Pupils copy the headings and write the words in the wordpool under the correct heading. Then they write more words from the unit. SUPPORT Allow pupils to look back through the unit to find more words. STRETCH Have pupils think of more words they know as well as those from the unit.

Draw a time capsule on your Museum Trail Card. Download the Museum Trail Cards and print one per pupil. Or make a model Museum Trail Card by stapling four A4 pieces of card or paper together to make a booklet. Write My Museum Trail Card on the front ‘cover’. Write Review 1 at the top of page 1, Review 2 on page 2, etc. Under each heading, write: I can… Then, on the lower half of the each page write: My words and phrases on the left-hand side of the page, and Interesting facts on the right. Pupils then make their own. Pupils draw a picture of a time capsule on the front cover.

●

Decide on one of the things to put inside your time capsules. Draw it on the cover. Pupils talk about what to put in the time capsule and choose one item together. Pupils draw the same object on the cover of their Museum Trail Cards. Write stem sentences on the board, e.g. I want to put…, We can put…, I like / don’t like…, Me too!

Time to shine!

ANSWER KEY: museum: exhibitions, app, toys, museum director (phone, camera, map); dates: fourth (more ordinal numbers); time capsule: important photos, toys (popular books)

Present your Museum Trail Card to the class.

Time to shine!

Assess

ACHIEVE Pupils say full sentences, using can and like, about their Museum Trail Card.

2 ●

Look. Make sentences. Pupils write sentences about the objects in the pictures using the sentence parts in the boxes.

ADJUST Pupils say some of the items in their Museum Trail Card, in a simple way, with support.

POSSIBLE ANSWERS: 1 We’ve got books. We like popular books! We can read stories. 2 We’ve got cameras. We like important photos! We can take photos. 3 We’ve got tablets. We like fun apps! We can use the app.

3 ●

EXCEED Pupils say full sentences and additional information about their Museum Trail Card.

7 ●

Do you and your friends like the same things?

Read the question and elicit Do you like…? and elicit a few questions. Invite answers to the questions using: Yes, I do. / No, I don’t. Pupils ask and answer questions in groups.

Which objects are popular in your class?

Display all the Cards. Which objects are repeated the most?

Ending the lesson ●

Refer pupils to the Progress Chart on page 3. Have them read the sentences for each skill and notice what they have achieved so far.

Starting the lesson

Learning path

Review: Activity 1

Review: Activity 2

Project: Activities 4 and 5

Time to shine: Activity 6

Ending the lesson

M01_RS_TB4_5997_M01.indd 37

37 31/03/2021 14:21

Who are we? es

Key learning outcom

in Unit 1, the pupils will:

Wonder

Describe what people look like

Imagine

Understand a story about things that are special to different people

Build

Talk about people’s special things

Grow

Write a description of a special thing

Shine

Make an exhibition about friends and their special things

38 M02_RS_TB4_5997_M02.indd 38

31/03/2021 14:26

Unit overview Target vocabulary Appearance: beard, big (small) eyebrows, blonde (black / brown) hair, curly hair, freckles, moustache, pony tail, smile, straight hair, wavy hair Special things: blanket, bracelet, coin, drum, earrings, necklace Adverbs of frequency: always, never, often, sometimes

Functional language Sorry, I don’t understand. Can you say that again, please? Yes, of course.

Recycling and building He / She’s got… , Describing people

Target structures What does he / she look like? He hasn’t got… / She hasn’t got… Has he / she got…? Yes, he / she has. / No, he / she hasn’t.

Pronunciation /k/ (can) and /g/ (grey)

Values I appreciate special things and why they are important.

Competency focus Understand that everyone is equal, and respect differences.

Language stretch Well done!

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39)

Development indicator:

Speaking

Have a short conversation about my world.

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can talk about personal possessions (e.g. toys, pets), using simple language. (26)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can ask for repetition and clarification when they don’t understand using fixed expressions. (29)

Use a range of common language to talk about and describe a variety of situations, opinions, or attitudes in short stretches of speech.

Writing

Write simple sentences about the world around me.

Write a short text on common topics and situations using simple language.

39 M02_RS_TB4_5997_M02.indd 39

31/03/2021 14:26

Lesson 1 – Vocabulary

Pupil’s Book page 10

•

• •

•

• •

Materials Audio; Our World video; Flashcards; Story characters poster

•

Starting the lesson: warm up and song ●

Museum

●

like. Ask and say what people look

Big Picture: What can you see?

Talk about my special thing. ing. Ask if I don’t understand someth

●

l thing. Write a description of a specia l things. Talk about people and their specia

I 1 big eyebrows 6 wavy hair

2 curly hair 7 straight hair

1.02

der… onWhat’s the

most common eye colour in the world?

4 pony tail 9 freckles

5 beard 10 blonde hair

3 4

Listen and find. Listen and point. Then listen and repeat.

Look and say. He’s got curly, black hair and a beard.

●

They’ve got blue eyes.

●

Vocabulary Describing people

iagn ose

1.01

Listen and find.

1.02

Listen and point. Then listen and repeat.

Song and structures What does he / she look like? He / She’s got… . He / She hasn’t got… .

M02_RS_PB4_5560_M02.indd 10

●

Watch and listen.

troduc

Look at the Big Picture. Play the audio and have pupils point to the characters as they listen.

2 ●

1 ●

I’ve got straight, blonde hair. What about you?

What can you see? 1.01

3 moustache 8 smile

Lesson 1

Who are we?

03/02/2021 07:25

Starting the lesson

Learning path

Big Picture

I wonder

Presentation: Activity 1

Presentation: Activity 2

Flashcards

M02_RS_TB4_5997_M02.indd 40

31/03/2021 14:26

●

3 ●

●

Think and write. Pupils unscramble and write the words from the Welcome unit.

ANSWER KEY: 2 phone, 3 museum, 4 camera

I wonder ●

s Revie

Watch and listen.

Read and number. Pupils look at the pictures and number the words to match the pictures.

ANSWER KEY: 2 blonde hair / smile, 3 wavy hair / moustache, 4 big eyebrows / beard, 5 straight hair / ponytail

Look at Activity 1 and write. Pupils look at the pictures in Activity 1 and complete the sentences with the correct words.

ANSWER KEY: 2 blonde / smile, 3 wavy / moustache, 4 eyebrows / beard, 5 straight, black / ponytail Wonder helper: Pupils say which phrases are similar. ANSWER KEY: blonde hair and fair hair, dark hair and black hair Extra time: In pairs, pupils point to two or more people in the picture and say what is similar or different about them. Encourage stronger pupils to write sentences.

Activity 1 4 ●

●

Wonder

t’

Activity Book page 4

Look and say.

Model the activity first and invite pupils to find the person in the Big Picture. Invite two pupils to read the examples and have the class find the people being described (the man (number 5) and the Russian dolls (numbers 9 and 10)). Pupils take turns to describe and point to someone from the Big Picture in pairs. WONDER HELPER Ask pupils which helper they can see (Sofia, the Wonder helper). Read her question together and ask pupils if they think they look like Sofia. Pupils then tell their friend what they look like.

Pupil’s Book audioscript

Sofia Zoe

Wow! Look at all the people! Yes! Hey! Look at this old doll! He’s got a moustache! Hugo Oh, yes! And I like that man! He’s got a very long beard! Sofia I like these dolls! This doll is very tall and this doll is very short. They’ve got curly hair and freckles! Marco Look at that boy! He’s got straight, dark hair. I’ve got straight, dark hair, too! Zoe And you’ve both got big smiles! But he’s got green eyes and you’ve got brown eyes. Marco Oh, yes! The exhibition name is true. We are the same but different! Socks Miaow. Zoe Yes, Socks. You know that you’re different!

Ending the lesson ●

Extra activity

Our World video: Activity 3

Practice: Activity 4

Wonder Helper

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 41

41 31/03/2021 14:26

Lesson 2 – Song and structures

Pupil’s Book page 11 Wonder: sparking curiosity Wonder Engage pupils again with the Big Picture by having pupils choose their favourite picture from the exhibition and say why they like it, e.g. I like this picture because she’s got long wavy hair and a pony tail. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning to ask and answer about what people look like.

Objectives Lesson aim: to ask and answer about people’s appearance Target language: What does he / she look like? He / She’s got… He / She hasn’t got… Recycled language: family Receptive language: same, different, over there

•

• • • •

•

GSE Receptive: Listening: Can identify people in their immediate surroundings or in pictures from a short, simple description of their physical appearance and clothes. Productive: Speaking: Can describe someone’s physical appearance in a basic way, if guided by questions or prompts. Productive: Writing: Can write simple sentences describing (their own) physical appearance, e.g. hair / eye colour, height, given a model.

• • •

Wonder

Imagine

Build

Grow

Materials Audio; Flashcards

•

Starting the lesson

Shine ●

Song

●

We’re all different! We’ve got different names, We’re all different! But we’re all the same! What does he look like, That boy over there? He hasn’t got glasses, He’s got straight, black hair! Chorus

●

8 10

●

1.03

1.05

Read and sing.

Listen, find and point.

Make sentences about people in the picture.

●

What does your family look like? Ask and answer. mother father sister brother aunt uncle grandfather grandmother

What does he / she look like? He’s got straight, black hair and green eyes. He hasn’t got freckles. She’s got curly, brown hair and brown eyes. She hasn’t got a ponytail.

He’s got curly, brown hair and brown eyes but he hasn’t got a beard!

●

I can ask and answer about what people look like.

iagn ose

1.05

Listen, find and point.

Make sentences about people in the picture.

Present the Grammar box and practise the sentences. Write gapped sentences on the board and invite pupils to complete them. Model the activity by pointing to a person in the Big Picture and asking: What does he / she look like? Elicit different sentences using: He’s / She’s got… .

Song and structures What does he / she look like? He / She’s got… . He / She hasn’t got… . M02_RS_PB4_5560_M02.indd 11

●

Tell pupils they are going to hear the children in the picture describing people in the exhibition. Play the audio and have pupils point to the people in the picture.

What does your brother look like?

Grammar

●

Read and sing.

Display the flashcards from Lesson 1. Ask Which things are in the song? Play the audio then ask pupils which words they heard in the song. Demonstrate actions pupils can do (using their hands to show straight / curly hair, pointing to different places on their cheeks for freckles) and play the song again. Encourage pupils to sing along. When pupils are confident, play the karaoke version.

I can shine!

Lesson 2

1.03 1.04

●

Review the target vocabulary from Lesson 1 using the flashcards. In pairs, have pupils make true or false statements about a picture in the exhibition, e.g. Look, he’s got a beard. Pupils correct the false statements, e.g. No, he’s got a moustache!

03/02/2021 07:25

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Presentation: Grammar

M02_RS_TB4_5997_M02.indd 42

31/03/2021 14:26

1 ●

4 ●

●

What does your family look like? Ask and answer.

Read the question together then check comprehension of the vocabulary in the box. Invite two pupils to read the model dialogue. Highlight that pupils should make both positive and negative sentences. Pupils work in pairs to ask and answer questions about their family. SUPPORT Display the flashcards to help pupils remember the vocabulary from Lesson 1 and give pupils time to prepare before doing the activity. STRETCH Have pupils write a short description of their family members in their notebooks.

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 pupil asks the class questions to guess who it is, e.g. Has the person got freckles?

Activity Book page 5

Wonder

Pupils take turns to ask and answer about people from the picture in pairs. SUPPORT Write the following prompts on the board: He’s got… , He hasn’t got… , She’s got… , She hasn’t got… . Display the flashcards from Lesson 1 to help build their answers. STRETCH Have pupils do the activity as a guessing game. Write up What does the person look like? Pupil A asks the question, Pupil B chooses a person and answers for Pupil A to guess.

1.06

Listen and write. Play the audio and have pupils listen and complete the sentences.

ANSWER KEY: 2 ’s got, 3 hasn’t got, 4 got / eyebrows / hasn’t got, 5 got long hair / ponytail / hasn’t got / hair

What do they look like? Match. Then ask and answer. Pupils read the sentences and match to the pictures. They then ask and answer questions in pairs and guess who is being described.

ANSWER KEY: a 2, b 1, d 2

Assess

I can shine!

ACHIEVE The pupils ask and answer some questions about the physical appearance of family members.

ADJUST The pupils understand and answer some questions about the physical appearance of family members, with support.

EXCEED The pupils ask and answer questions about the physical appearance of family members and provide additional information (such as how old the family member is, or what their personality is like).

Extra activity

The theme of the song is explicitly linked to the global citizenship strand of the unit: it touches on the similarities and differences between people, but celebrates that we’re all the same. Ask pupils to tell their friend how they are similar or different to other people in their family. Model using photos of your own family, e.g. This is my sister. She’s got long, brown hair. I’ve got long, brown hair, too but my hair is curly.

Write notes about a family member or friend. Then ask and answer. Pupils complete the sentences about a family member or friend. They then ask and answer with a friend.

Extra time: Pupils read the tip about how to organise vocabulary. Encourage them to follow the tip and draw pictures of new words in their notebooks.

Activity 2

Pupil’s Book audioscript

1 Woman What does he look like? Zoe He’s got straight, black hair and green eyes. He hasn’t got freckles. 2 Woman What does she look like? Marco She’s got straight, red hair and green eyes. She hasn’t got a ponytail. 3 Woman What does she look like? Sofia She’s got curly, brown hair and brown eyes. She hasn’t got freckles. 4 Woman What does he look like? Hugo He’s got wavy, black hair and brown eyes. He’s got a beard and a moustache. He hasn’t got a ponytail.

Extra activity

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 43

43 31/03/2021 14:26

Lesson 3 – Story

Pupil’s Book pages 12 and 13 Imagine: fostering imagination Imagine Encourage pupils to be imaginative and creative in story lessons and think about other possible endings or solutions to problems. In this story, have pupils think of other ways in which the lost bracelet could have been found. Point to the ‘Imagine’ stepping stone and write the learning objective on the board: We’re listening to and reading a story about exploring special things.

Objectives Lesson aim: to read and understand a story about special things Target language: blanket, bracelet, coin, drum, earrings, necklace Recycled language: hear, see, smell Receptive language: Nigeria, Brazil

•

• • • •

•

GSE Receptive: Reading: Can identify specific information in a simple story, if guided by questions. Productive: Speaking: Can give simple reasons to explain preferences, given a model.

• •

Wonder

Museum

Lesson 3

Listen, point and say.

1.07

The exhibition is about special things.

R&S_PB4_ AW_ Welcome.2b:

Grow

bracelet

No. The bracelet isn’t here.

I can’t see the bracelet.

●

Yes, he has! Music is important in Nigeria.

necklace

R&S_PB4_ AW_ Welcome.2c:

R&S_PB4_ AW_ Welcome.2d

earrings

No, it isn’t here. Miaow!

Has the girl got some chocolate?

They go to the lobby.

Yes, she has!

Have you got a special thing, Eva?

Let’s find Eva.

Yes, I have. It’s my grandmother’s bracelet. Oh, no! Where is it?

coin

2 3

The bracelet isn’t there!

Oh! I can’t find it!

Look. Which things can you see in the story? 1.08

How does Eva feel at the end of the story? Why?

blanket

Listen or watch. Then choose.

This exhibition is about special people / things.

● ●

●

Sofia hears a piano. Hugo smells chocolate. Eva’s special thing is her necklace. Eva can’t find her special thing. Socks helps the children find the bracelet.

What special thing do you want to put in the exhibition?

Story value Understanding about special things. 03/02/2021 07:25

1.07

Play the story animation or play the audio and have pupils follow in their books. Read the sentence together, then have pupils circle the correct option. Elicit which special things are in the exhibition (the drum and the chocolate are part of the exhibition, but the bracelet isn’t). SUPPORT Give pupils plenty of time to read the story in their books. Then play the video to help them check they’ve understood the main events. STRETCH After reading or watching, play the story audio and have pupils listen without looking at their books. ANSWER KEY: things

M02_RS_PB4_5560_M02.indd 13

13 03/02/2021 07:26

RECEPTIVE SKILLS TIP Always play or give pupils the opportunity to interact with a text at least twice: once for the main ideas, and again for more detail. You could have pupils read the story silently, then play the video for them to check how much they understood. You can then give pupils more detailed extension tasks to do related to the story.

iagn ose

Listen, point and say.

IMAGINE HELPER Introduce pupils to Hugo the Imagine helper, and discuss his question as a class. During feedback, elicit that the children understand how important the bracelet is to Eva and they work together to find her bracelet. Elicit that we need to respect people’s personal things and make sure we look after them.

Look. Which things can you see in the story?

Give pupils time to look at the story in pairs and find the pictures from Activity 1. Ask pupils what other things we might find in a museum and elicit ideas.

ANSWER KEY: Eva is happy because the children and Socks find her bracelet.

ANSWER KEY: drum (boy’s), bracelet (Eva’s), necklace (Zoe’s)

Listen or watch. Then choose.

1.08

I want to put my… in the exhibition because… .

I can talk about my special thing.

Ask pupils to look at the pictures and say which things you wear on your body. Play the audio and have pupils point to the pictures as they listen. Play the audio again and have pupils repeat the words. Hold up each flashcard picture, for pupils to say the word without prompting.

2 ●

1 2 3 4 5

Ask pupils if they have any interesting things in their bags or pockets. Have them show the class and say what it is, e.g. I’ve got a Spiderman pencil case.

1 ●

Read and answer. True or false?

Socks is clever, too!

I can shine!

Vocabulary Special things

Starting the lesson

●

We can help you, Eva! Let’s go!

M02_RS_PB4_5560_M02.indd 12

●

Oh, thank you! You are very clever!

●

Everyone is very happy.

Here’s your bracelet, Eva!

Here’s the bracelet! Well done, Socks!

Her family makes chocolate in Brazil.

drum

●

Look! Let’s follow Socks!

I can hear this thing! Has the boy got a drum?

Shine

Hugo can smell something.

•

The children go to the first room.

The children look for the bracelet.

R&S_PB4_ AW_1.2a

Build

Imagine

Materials Audio; Flashcards; Story animation; Story cards

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Extra activity

Pre-reading: Activity 2

Story: Activity 3

Story animation

M02_RS_TB4_5997_M02.indd 44

31/03/2021 14:26

1 Ending the lesson

4 ●

●

Read out one of the speech bubbles from the story. In groups, pupils have to try to remember who said the sentence or question.

Activity Book page 6

Read and answer. True or false?

Give pupils time to read the sentences and think about whether they are true or false, looking back at the text to check. You could also play the audio again for support with reading. Pupils compare their answers in pairs.

Look and match. Then circle. Pupils match the pictures, then circle the correct options.

Imagine

FUTURE SKILLS: enquiry and imagination Tell pupils to imagine that the children don’t find Eva’s bracelet. Have pupils think about what Eva’s friends can do to make her feel better, e.g. they can make her a new bracelet / they can give her a hug.

ANSWER KEY: 1 d, chocolate; 2 c, necklace; 3 a, drum; 4 b, bracelet

ANSWER KEY: 1 False, 2 True, 3 False, 4 True, 5 True

Read the story again. Then number. Pupils number the story frames in order.

ANSWER KEY: b 4, c 3, d 2

Story extension If you have time, pupils could act out the story from frame 3, on page 12: Zoe: Have you got a special thing, Eva? to the end of the story. Put pupils into groups of six and allocate a character part to each one, plus one pupil to be the narrator. One pupil will need to play the part of Socks in addition to their own part! Give pupils time to practise their play and then choose one or two groups to act out the story to the rest of the class.

5 ●

●

What special thing do you want to put in the exhibition? Tell pupils they are going to talk about a special thing of their own. Give pupils time to choose an item and to think about why it’s important to them. Drill the gapped sentence in the speech bubble chorally and elicit examples to complete it. Pupils share ideas about their special things in small groups. SUPPORT Brainstorm ideas about possible items that might be important to pupils and write them on the board, e.g. a favourite book, a watch, a toy they’ve had since they were a baby. STRETCH Have pupils say how their special thing makes them feel. Have pupils imagine that they lose it. How do they feel?

I can shine!

Imagine helper: Pupils evaluate the story and colour the stars to show how they feel about it.

I can shine!

Imagine you’ve got a special thing from the story. Write. Pupils choose an item and complete the sentences about it.

Extra time: Pupils share their answers to the question with their friend.

Assess

ACHIEVE Pupils talk about a special thing, without extra support. ADJUST Pupils talk about a special thing, with support.

EXCEED Pupils talk about a special thing and provide further details, without extra support.

Practice: Activity 4

Imagine Helper

I can shine: Activity 5

Story extension

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 45

45 31/03/2021 14:26

Lesson 4 – Structures

Pupil’s Book page 14

Objectives Lesson aim: to describe people’s appearance and belongings Target language: What has he / she got? He / She’s got (a drum). Recycled language: blanket, bracelet, drum, football, necklace; photos, toy; blonde hair, blue eyes, curly hair, ponytail

• • •

GSE Receptive: Listening: Can identify common objects from descriptions, if spoken slowly and clearly. Can identify objects, places or people from short descriptions. Productive: Speaking: Can ask basic questions to find out what possessions others have got. Can answer simple questions about things people have.

• •

Build: building confidence Build Build confidence by reviewing the structures from Lesson 2 and showing pupils how we are building on this knowledge to ask and answer questions about people’s things and appearance. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to ask and answer about people’s things.

• •

Materials Audio, Story animation

•

Starting the lesson ●

Lesson 4

1.09

Listen. What’s Zoe’s favourite thing in the exhibition?

●

1 ●

●

1.10

Listen and read. Then chant.

Ask and answer about the picture in Activity 1.

Grammar builder

What has he / she got?

Has he / she got

He / She’s got a drum. He / She’s got a necklace.

a drum?

Yes, he / she has.

a bracelet?

No, he / she hasn’t.

Has she got a necklace? Is it Zoe?

Listen. What’s Zoe’s favourite thing in the exhibition? Focus on the picture and ask questions to elicit the different items from the story, e.g. What has the boy from Nigeria got? Has Eva got some chocolate? and elicit answers from the class. Then play the audio and ask pupils to listen for Zoe’s favourite thing in the exhibition. SUPPORT Ask pupils what words we can use to say we like something very much. Elicit my favourite and tell pupils to listen out for this phrase. When they hear it, they should try to identify what Zoe is talking about. STRETCH Have pupils listen out for the words Zoe uses to talk about her favourite thing (she says It’s cute!). Play the recording again and invite pupils to imitate Zoe, using the appropriate intonation. 1.09

No, she hasn’t. Yes, she has. Yes, it is!

Structures What has he / she got? He / She’s got (a drum).

M02_RS_PB4_5560_M02.indd 14

iagn ose

ANSWER KEY: a toy cat

Choose a person. Then ask, answer and guess. Has this person got curly, red hair?

a necklace a blanket blue eyes curly hair blonde hair a ponytail some photos a toy a football

Using the story animation, pause the story on frame 4 where Eva has lost her bracelet. Show pupils the screen and ask Has Eva got her bracelet? Then show them the final scene from the animation and repeat the question. Ask pupils what other special objects are in the story (a drum and chocolate).

Communication Asking for clarification. 03/02/2021 07:27

Starting the lesson

Learning path

Practice: Activity 1

Presentation: Activity 2

Extra activity

M02_RS_TB4_5997_M02.indd 46

31/03/2021 14:26

1 2 ●

● ●

●

1.10

Ending the lesson ●

Listen and read. Then chant.

Play the audio and have pupils read the examples in the Grammar builder box. Play the audio again and have pupils repeat the chant. Play the track again and have half the class repeat the questions and the other half repeat the answers. Focus attention on the Grammar builder box and have pupils notice the different parts of the questions. Elicit that the question in orange is always the same, but we can change the words in pink. SUPPORT Write the examples from the Grammar builder box on the board. Then elicit and write up further examples of the target language. Drill the questions and answers with the class. STRETCH Encourage pupils to make assumptions about the grammar, e.g. that questions with What require a full answer, whereas questions beginning with Have / Has require a yes / no answer.

Activity Book page 7

Build helper: Review classroom objects. Pupils then ask and answer questions about the things on their desks.

●

Grammar extension

Grammar 1 lesson on page 88 of the Pupil’s Book offers extended practice of the grammar introduced in Unit 1. Further teacher’s notes can be found in the teacher resources on the Pearson English Portal.

Activity 1

Draw pupils’ attention to how they can use the new language to build on what they already know. Focus on the word pool below Marco and check comprehension of the vocabulary. Elicit one or two examples of questions and answers about the picture in Activity 1. Then have pupils ask and answer questions in pairs.

Look and write. Pupils read the questions and complete the answers.

ANSWER KEY: 2 she hasn’t / has / ’s got, 3 Has / she has, 4 Has she got / No, she hasn’t / has / ’s got

BUILD HELPER Ask the class which helper they can see (Marco, the Build helper).

●

Choose a pupil in the class silently. Make sure you notice as much information about the pupil as possible, e.g. what they are wearing, what colour their backpack is, etc. Then invite the class to ask you questions about the pupil to guess who he / she is, e.g. Has he / she got a pink coat? Has he / she got a blue pen on their table?

Build

RECEPTIVE SKILLS TIP Support pupils’ ability to identify key information in listening texts. Tell pupils to listen for words or phrases that give us clues to their opinions and feelings. For instance, here Zoe says It’s cute! which shows us that she likes the cat.

Choose a person. Then ask, answer and guess.

Pupils choose someone from the picture, or a character from the story. Invite pupils to read out the model dialogue. Pupils play the guessing game in pairs. One pupil chooses a person from the picture, but keeps it secret. The other pupil asks questions to guess who it is.

Pupil’s Book audioscript

Marco Look at the children in the exhibition. They’ve got a lot of interesting things. Sofia Oh, yes! That’s the girl from Brazil. Has she got her special chocolate? Zoe Yes, she has! Yum! Hugo And what about that boy? What’s he got? Has he got a sweater? Zoe No, he hasn’t. He’s got a blanket. Hugo Oh, OK. My brother’s got a special blanket, too. He sleeps with it every night! Zoe Look at that girl! She’s got a special toy. It’s a toy cat. It’s cute! That’s my favourite thing in the exhibition! Socks Miaow. Zoe Socks thinks it’s his new friend!

Extra activity

Play an elimination game with the class. Ask everyone to stand up. Then give a series of instructions to the class, e.g. People who have got brown eyes, touch your noses! People with curly hair, sit down. Pupils who do not follow an instruction or follow it incorrectly are ‘out’ and should sit down with their hands on their heads. The winners are the pupils who are still in the game after a given period of time, e.g. five minutes. As an alternative, you could invite a pupil or pupils who are ‘out’ early in the game to give instructions to the rest of the class if you feel they would be comfortable doing so.

Build Helper

Practice: Activity 3

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 47

47 31/03/2021 14:26

Lesson 5 – Communication

Pupil’s Book page 15

Objectives Lesson aim: to ask for clarification when I don’t understand something; to differentiate between the sounds c /k/ and g /g/ Speaking function: asking for clarification Functional language: Sorry, I don’t understand. Can you say that again, please? Recycled language: Can you see… ? The person has got…

• • • •

GSE Productive: Speaking: Can ask for repetition and clarification when they don’t understand, using simple fixed expressions. Productive: Speaking: Can say simple tongue-twisters and other types of playful language.

• •

Wonder

Imagine

Grow

Build

• •

Materials Audio; Communication cards; pictures of people cut out from magazines

•

Starting the lesson

Shine ●

Lesson 5

Build: building confidence Build Look back to Lesson 4 to remind pupils how they described people’s hair using He’s / She’s got… with adjectives. In this lesson pupils learn to use that structure to talk about personal objects. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to talk about the things our friends have got.

Look. Describe the children and their special things. 1 This is my grandmother’s bracelet.

1.11

Listen and read.

Sorry, I don’t understand.

Have pupils write down the name of a personal object, e.g. a pencil case, a toy. They stand up and walk around the class asking: Have you got a (pupil’s object)? When they find someone with the same object, they sit down together.

1 ●

●

3 Yes, of course. This is my grandmother’s bracelet.

1.12

●

1.13

I can shine!

Listen and say.

Describe a person. Then listen and draw. Ask if you don’t understand something.

●

Sorry, I don’t understand. Can you see Gus the cat in the classroom there? He’s got clever, green eyes. He’s got curly, grey fur!

M02_RS_PB4_5560_M02.indd 15

●

I can ask if I don’t understand something. Communication Asking for clarification.

03/02/2021 07:27

●

1.11

Listen and read.

Play the audio and have pupils read the dialogue on the page. Point to the phrases in the speech bubbles in blue and elicit that we can use these phrases when we don’t hear or understand someone.

3 15

Look. Describe the children and their special things.

Point to different items in the picture and elicit He’s / She’s got a… . Pupils ask and answer questions about the picture in pairs, e.g. Has he got a bracelet? No, he hasn’t. He’s got a drum. Encourage them to describe the children, as well as their things. Invite pairs to share their ideas with the class.

My person has got short, curly hair.

iagn ose

TEACHER TIME TO SHINE: cooperative learning You can do this as a cooperative group activity. Put pupils in groups and have them take turns to say a sentence about the picture. After one minute, stop pupils and elicit sentences from each group.

Listen again and repeat.

Pronunciation

Can you say that again, please?

1.12

Listen again and repeat.

Play the audio again. Pause after each sentence for pupils to repeat. Read out the first speech bubble very quietly and encourage pupils to say the phrases in blue.

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Activity 2

Practice: Activity 3

Speaking support

M02_RS_TB4_5997_M02.indd 48

31/03/2021 14:26

1 ●

4 ●

●

1.13

I can shine!

ACHIEVE The pupils ask for clarification when they don’t understand something. ADJUST The pupils ask for clarification when they don’t understand something, with support.

Pronunciation Listen and say.

Write a couple of the words beginning with each sound on the board and underline the target sounds. Have pupils listen and repeat, checking for correct pronunciation. Play the audio, pausing after each sentence for pupils to repeat it. Play the whole track and have pupils repeat the rhyme. Then try to elicit more words with each sound, e.g. girl, car. Ask pupils to practise saying the rhyme in pairs.

EXCEED The pupils ask for clarification when they don’t understand something, improvising where necessary.

FUTURE SKILLS: collaboration and communication Have pupils work together to create a collaborative picture of a person. Pupils draw, colour and cut out noses, mouths, eyes, ears, eyebrows, moustaches, cheeks, etc. Promote diversity and inclusion by encouraging the use of different colours for a variety of skin tones. Groups then draw a face outline and mix and match the face parts to create a funny face. Write some functional language on the board to scaffold the discussion, e.g. Shall we give him a big nose or a small nose? Let’s give him / her big ears. Groups can then present their character to the class.

Extra activity

Have pupils classify the words in the activity into ‘c’ words and ‘g’ words by making two lists. Then have them think of and add more words to their lists. SUGGESTED ANSWERS: café, computer, cards, cute, clever; garden, garage, glasses, goose, goat.

Describe a person. Then listen and draw. Ask if you don’t understand something.

With communication cards: ● Print the communication cards off before the lesson. ● Put pupils in pairs (Pupil A and B). ● Look at the model dialogue. Elicit that the second person can’t hear what their friend is saying and prompt the functional language. ● Have pairs sit back to back, with some distance between them. Pupil A describes the person on the communication cards and Pupil B draws the features they describe. They then swap roles and repeat. Tell pupils to use the phrases from Activity 1 even if they can hear their friend. ● Pupils A and B then compare their pictures. SUPPORT Elicit and write a model dialogue on the board for pupils to refer to during the activity. STRETCH Have pupils repeat the activity by drawing their own person instead of using the communication cards. Encourage them to add different features using the target vocabulary from Lesson 1.

Assess

Build

Repeat the activity using different sentences, then encourage pupils to do the same. SUPPORT Gradually build up each phrase, word by word. When pupils can say the phrase confidently, drill each phrase again with the correct sentence stress. STRETCH Have pupils read and act out a similar dialogue to the one in Activity 1, in pairs. Encourage them to choose different special objects, e.g. a necklace or a coin.

Ending the lesson ●

Play the Telephone game. (See pages 26–27.)

Activity Book page 7 I can shine!

What is your special thing? Write and say. Pupils complete the dialogue then read it out in pairs.

Pronunciation: Circle the odd word out. Pupils circle the word beginning with a different sound. ANSWER KEY: gallery

Without communication cards: Pupils carry out the task using a photo of a person cut out from magazines or taken from the internet.

●

Practice: Activity 4

Pronunciation practice

I can shine: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 49

49 31/03/2021 14:26

Lesson 6 – Global citizenship

Pupil’s Book page 16

Objectives Lesson aim: to read an article about special things around the world Cross-curricular connection: Special things from around the world Global citizenship theme: Special things and their importance Target language: always, never, often, sometimes Recycled language: book, camera, coin, drum, necklace

• • • • •

GSE Receptive: Reading: Can understand short, simple descriptions of objects, people and animals if supported by pictures. Receptive: Reading: Can identify key information in short, simple factual texts from the headings and illustrations. Receptive: Listening: Can identify key information (e.g. places, times) from short audio recordings, if spoken slowly and clearly.

• • •

•

Materials Audio

•

al Citiz e ob

Grow: nurturing growth in society Grow Promote global citizenship by increasing pupils’ awareness of the diversity of communities by encouraging them to speculate about why different objects are important to people. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re reading about people’s special things around the world.

OptA Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Starting the lesson

al Citiz ob

●

OptB

I appreciate special things.

Let’s be friends I share toys!

Lesson 6

I play with friends!

I try different food!

I appreciate special clothes

Lorem ipsum

Look. Are these things special?

Listen, read and match.

1.14

1 My drum 2 My camera 3 My books

OptC I share toys!

I celebrate all families!

I play with friends!

Special to me, important to everyone!

al Citiz e ob

●

I appreciate special clothes

al Citiz e ob

Tell us about your special things!

al Citiz e ob

I try different food!

HOME | NEWS | KID REPORTER | SHARING | FUN TIMES

Let’s be friends

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

●

Read again and choose. 1 Ewa lives in Russia / 2 3 4 5

… is special to me! I always play it on special days! I think music is important to everyone. Sometimes people play music when they’re happy. They can play music when they’re sad, too.

●

Which thing in Activity 2 do you think is important to everyone?

1.15

Listen. Which thing from Activity 2 don’t they talk about?

1.16

Listen again. Complete the sentences. coin

1 2 3 4

cameras

necklace

●

Look. Are these things special?

Ask pupils to look at the three photos and name the objects. Pupils think about whether or not the objects are special to them and share their ideas with a friend. Get feedback from the class and ask pupils if they had any of these things on their lists in the Starting the lesson activity.

Gabriel, 9, Nigeria

1.14

Listen, read and match.

Point to each photo in turn and ask How is (a book) special? Elicit ideas from the class in L1, if necessary. Play the audio. Pupils read the text as they listen and check their ideas. Draw pupils’ attention to the headings (1–3) and and the texts (A–C), then have them match.

books

ANSWER KEY: 1 C, 2 B, 3 A

Sara thinks that… are important to everyone. Pierre thinks that… are important to everyone. Sara’s special thing is a… . Pierre’s special thing is a… .

Global Citizenship An article about special things

Writing A description of a special thing

M02_RS_PB4_5560_M02.indd 16

●

iagn ose

Tell pupils to imagine they are moving to a new home and they can only take three things with them. Give pupils one or two minutes to choose their three items. Put pupils into groups and have them find out whether or not they chose the same objects. Write some functional language on the board to scaffold the conversation, e.g. What are your special things? My special things are… I’ve got that, too!

I appreciate special clothes

03/02/2021 07:28

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

M02_RS_TB4_5997_M02.indd 50

31/03/2021 14:27

3 ●

●

Grow

FUTURE SKILLS: critical and reflective thinking Give pupils a list of objects to classify by who they might be special to: a young child, a teenager, a grandfather, etc. Possible objects: a childhood photo, a music CD, a teddy bear, a cup with a cartoon character, a beautiful pen, an old diary, a baby blanket, some food from their country, a photo of a favourite pop star.

TEACHER TIME TO SHINE: encouraging use of L2 At this level pupils won’t always have enough language to be able to express complex ideas in English. Predict the vocabulary and structures pupils might need and write them on the board to help scaffold the discussion. Allow pupils to use L1 where necessary, but encourage them to use English as much as they can.

Ending the lesson

Read again and choose.

Give pupils time to read the sentences, then have them read the texts again and choose the correct options. Check answers with the class. Have pupils locate the words in bold italics in the texts. Ask pupils what information they give us (how often someone does something). Elicit example sentences using the adverbs about how often pupils do something, e.g. I always play football on Tuesdays. SUPPORT Write the adverbs of frequency in order from most frequent to least frequent (always, often, sometimes, never). STRETCH Have pupils write sentences about how often they do different activities in their notebooks.

●

Ask pupils to write a sentence about themselves that includes one of the target words: always, often, sometimes or never, then share their sentence with the class.

Activity Book page 8

Read and match. Pupils match the sentences to the pictures to show frequency.

ANSWER KEY: 2 a, 3 d, 4 c

ANSWER KEY: 1 Russia, 2 pirate, 3 friends, 4 a drum, 5 music

1.17

Listen and number. Then write. Play the audio. Pupils listen and number the pictures. Play again for pupils to complete the sentences with the adverbs.

ANSWER KEY: 3, 1, 4, 2; 1 always, 2 often, 3 sometimes, 4 never GROW HELPER Ask pupils which helper they can see (Eva, the Grow helper). Read Eva’s question together. Elicit that the children in the texts have chosen different things. Point out that different people like different things and encourage pupils to celebrate the differences, as well as the similarities between people.

4 ●

●

Listen. Which thing from Activity 2 don’t they talk about? Tell pupils that they are going to listen to two children talking about the texts. Read the question together and elicit that pupils need to listen for the things they do talk about in order to find out what they don’t mention. Play the audio and have pupils listen for the answer. 1.15

ANSWER KEY: the drum

5 ●

●

1.16

Listen again. Complete the sentences.

Have pupils read the sentences and see if they remember any of the missing words. Play the audio and have pupils complete the sentences with the words from the wordpool. ANSWER KEY: 1 books, 2 cameras, 3 necklace, 4 coin

Write for you. Use always, often, sometimes and never. Pupils complete the sentences about themselves with adverbs of frequency. Think about something that is important to everyone. Why is it important? Pupils discuss the question in pairs.

Grow helper: Have pupils discuss the question. Extra time: Pupils count the number of pupils with brown eyes.

Activity 4

Pupil’s Book audioscript

Pierre Hey, Sara, I’m reading about children and their special things. Sara Can I see? Pierre Yes, of course. Sara Look! This girl likes books! I like books, too. I think they’re important to everyone. Pierre Hmm, I like making films. That boy’s got a camera. I think cameras are important to everyone. What’s your special thing, Sara? Sara I’ve got a special necklace. It’s very beautiful. Pierre I’ve got a special coin. It’s a present from my grandfather. Sara Cool! I want to see it! Pierre I want to see your necklace, too. Hey, let’s draw pictures of our special things and take them to school tomorrow! We can show everyone! Sara Great idea, Pierre!

Practice: Activity 4

Practice: Activity 5

Grow Helper

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 51

51 31/03/2021 14:27

Lesson 7 – Writing

Pupil’s Book page 17

Objectives Lesson aim: to write a description of a special thing Text type: a description Recycled language: long, small, old; curly hair, moustache, coin GSE Receptive: Reading: Can understand short, simple descriptions of objects, people and animals if supported by pictures. Productive: Writing: Can write short descriptive texts (4–6 sentences) on familiar personal topics (e.g. family, animals, possessions), given a model.

• •

Wonder

Imagine

Build

Grow: nurturing growth in society Grow Encourage a further sense of pupils’ sense of social responsibility in the classroom by having pupils give positive feedback on each other’s descriptions, e.g. This is a great description! Good work! Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re learning to write a description of a special thing.

•

• • •

•

Materials Audio

•

Starting the lesson

Shine

Grow

●

Lesson 7

1.18

●

Listen and read. Then match.

1 ●

The coin

is small and old.

The man

can teach us about history.

Old coins

on the coin has got long hair.

●

Our writing workshop 2

1.19

Ideas generator Listen and number.

Give it a go Plan your description with a friend.

What’s your special thing? Describe it. Why is it special to you?

D ●

Write a description of a special thing together.

●

I can write a description of a special thing. Writing A description of a special thing

17 ●

M02_RS_PB4_5560_M02.indd 17

1.18

Listen and read. Then match.

Look at the picture of the boy and point out that he is Pierre from Lesson 6. Elicit that his special thing is a coin. Ask pupils who gave Pierre the coin (his grandfather). Play the audio and have pupils read the text as they listen. Pupils match the sentence halves and compare their answers in pairs before you check with the class. SUPPORT Read each sentence half with the class and check comprehension of key words, e.g. small, old, teach, history. STRETCH Have pupils do the matching activity before they read. Then play the audio or have them read the text to check their answers.

I can shine!

iagn ose

ANSWER KEY: 1 a, 2 c, 3 b

Do you think it’s important to everyone? Why? Why not?

Draw pictures of a book, a camera and a drum on the board. Put pupils in pairs and have them think of as many reasons as they can why each item is special. Get feedback and add their ideas to the board.

03/02/2021 07:29

1.19

Ideas generator Listen and number.

Ask pupils to look at the four photos and say what they see. Play the audio and have pupils number the photos. Check answers, then ask comprehension questions, e.g. Why does the boy want to write about his guitar? Who gave the boy the bike? Play the audio again and elicit answers. Ask pupils if they have a bracelet, guitar, computer or a bike and whether or not these items are special to them. ANSWER KEY: 1 C, 2 D, 3 A, 4 B

Starting the lesson

Learning path

Presentation: Activity 1

Extra activity

Practice: Activity 2

M02_RS_TB4_5997_M02.indd 52

31/03/2021 14:27

1 Ending the lesson

Planning support Graphic organisers can help pupils

Take in the pupils’ written work and choose one. Read out a sentence from the description without naming the object. Pupils have to guess what is being described. Continue with other pieces of written work.

Activity Book page 9

FUTURE SKILLS: collaboration and communication Allowing pupils to discuss their ideas in groups will help them to come up with a lot of ideas and then choose the best ones to include in their writing. Encourage each pupil to choose a different object. Then, have groups complete a graphic organiser for each object.

3 Give it a go ●

●

2 Give it a go

Complete for you. Then ask and answer. Pupils write notes to answer the questions about their special thing. They then ask a friend the questions and write their answers in the right-hand column.

Plan your description with a friend.

ANSWER KEY: Pupils’ own answers

I can shine!

Write a description of a special thing together.

Have pupils write their descriptions in their notebooks, using their notes from the planning stage. Fast finishers can draw a picture of their object. Invite pupils to read out their descriptions to the class, or in groups with larger classes. Provide feedback on the pupils’ written work, focusing on the target vocabulary, spelling and punctuation. SUPPORT Have pupils do all stages of the writing process collaboratively. STRETCH Have pupils add more detailed information about their object, e.g. where they got it / who gave it to them, where they keep it, how often they use it.

I can shine!

Read, look and circle. What is Pippa’s special thing? Pupils read the description and circle the correct words. They then answer the question orally.

ANSWER KEY: 2 always, 3 never, 4 sometimes; Pippa’s special thing is her blanket.

Brainstorm ideas on the board for the kind of special things that pupils could write about. Read the four planning steps together and check comprehension. Give pupils time to choose an object and answer the questions by making notes.

Grow

with planning. Make a worksheet with the four steps in Activity 3 and add boxes for pupils to write in. Inserting arrows to show the order of the planning stages can also help, since it allows pupils to think about each step in order.

●

Assess

Write about your friend’s special thing. Use your notes from Activity 2. Pupils complete the sentences using the information from the table. Check your work: pupils read each other’s work, give praise for interesting writing and check for spelling mistakes.

Activity 2

Pupil’s Book audioscript

1 Girl 1

I’m writing about my mother’s bracelet. It’s very special to me. 2 Boy 1 I want to write about my guitar. It’s very special to me. I love music! 3 Girl 2 My computer is very special to me. I can talk to my friends on my computer. 4 Boy 2 My bike is special to me. It’s a present from my dad. I love it!

ACHIEVE Pupils write a description of an object, using simple sentences and some descriptive language.

ADJUST Pupils write a short, basic description of an object, when a model is provided and with extra support.

EXCEED Pupils write a description of an object, using more complex sentences and a variety of descriptive language.

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 53

53 31/03/2021 14:27

Lesson 8 – Review

Pupil’s Book page 18

Objectives Lesson aim: to review the language from Unit 1 Revised language: (big, green / brown) eyes, eyebrows, freckles, (brown / blonde) hair, ponytail, smile; camera, bracelet, drum, necklace; Have you got… ? Yes, I have. / No, I haven’t.; He’s / She’s got… long / short / dark / fair hair.

• •

GSE Productive: Speaking: Can describe someone’s physical appearance in a basic way, if guided by questions or prompts. Productive: Speaking: Can compare their own and others’ possessions using simple language.

• •

Shine: Time to shine! Shine Encourage pupils to develop learner autonomy by having them think about what they know and what they lack confidence in. Help pupils understand that each pupil learns at a different pace and that it’s important to recognise in which areas of the unit they may need further practice. Encourage them to take responsibility and identify these areas during the lesson. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re reviewing what we’ve learnt in Unit 1.

•

Materials Our World video; Audio

•

Starting the lesson

le My special peop Step 1

●

Review

Look. What do Kurt and Mia look like? Are you the same or diﬀerent? hair eyes freckles eyebrows smile

Kurt

●

Mia hasn’t got freckles. I’ve got freckles. We’re diﬀerent!

Look again. What are Kurt and Mia’s special things? What’s your special thing?

What can we say when we don’t understand someone?

Is your special thing important to everyone?

●

Watch and listen.

●

My special thing is my bracelet. Bracelets aren’t important to everyone but this is special to me!

●

Unit review Unit objectives review

M02_RS_PB4_5560_M02.indd 18

The Review consolidates the target language of the unit from the I Can Shine checkpoints and helps prepare pupils for the unit project. Vocabulary from the Wonder spread is reviewed through speaking in Activity 1. Activity 2 helps review and personalise the story value 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 and the video in Activity 5 encourage pupils to further explore the global citizenship theme. Ahead of the pupils completing the activities, reviewing the song from lesson 2 can help them recall vocabulary and language learnt earlier in the unit.

My special thing is my camera. I think cameras are important to everyone because they can take photos of special days.

iagn ose

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

Step 1: Review

Mia

Kurt’s got curly, brown hair. I’ve got curly, brown hair, too! We’re the same!

03/02/2021 07:29

Look. What do Kurt and Mia look like? Are you the same or diﬀerent?

Ask pupils to look at the two pictures and find out the names of the children. Have two pupils read out the model dialogue. Elicit that pupils should compare what they look like with Kurt and Mia. Put pupils in pairs and ask them to compare Unit project Describing a friend themselves with the two children using the target structures and vocabulary from the unit. SUPPORT Write the target structure have got in first and third person singular forms on the board for pupils to refer to as they do the activity. STRETCH Have pupils write a short paragraph comparing their appearance with either Kurt or Mia.

Starting the lesson

Learning path

Review: Song

Review: Activity 1

Review: Activity 2

Review: Activity 3

M02_RS_TB4_5997_M02.indd 54

31/03/2021 14:27

1 2

●

Ask pupils to look at the pictures again and notice what special things Kurt and Mia have got. Put pupils into groups and have them tell each other about their special things. Encourage them to give further details about their objects, including what colour it is, when and where they got it, and why they like it.

●

Play a miming game. Invite a pupil to the front and have them think of a special thing. They act out using this object for the class to guess.

Activity Book page 10

ANSWER KEY: Kurt – drum, Mia – necklace

3 ●

●

ANSWER KEY: Across: sometimes, curly, coin, moustache Down: blonde, earrings, smile Missing word: wavy

What can we say when we don’t understand someone?

Start to give instructions to the class for the activity, but say them very quietly so that the pupils won’t be able to hear you. Remind pupils of the functional language from Lesson 5. Write the sentences on the board. Invite pupils to take turns in pairs to say something quietly or using a funny voice. The other pupil uses the functional language.

● ●

Is your special thing important to everyone?

Review all the different special things from the unit and write on the board. Then ask Are these things special to you? Are they important to everyone? Invite two pupils to read out the models. Put pupils in pairs and ask them to say whether or not their special thing is important to everyone. SUPPORT Read the models together and check comprehension after each sentence. Encourage pupils to offer a personal response by asking questions, e.g. Do you take photos of important events? Are bracelets special to you? STRETCH Have pupils think about who else their special thing might be special to. This will encourage them to explore the global citizenship theme of recognising and valuing diversity.

5 ●

●

1.20

Listen and circle Holly’s uncle. Then listen again and write. Play the audio and have pupils complete the sentences.

ANSWER KEY: Holly’s uncle is the man on the left in the white T-shirt. 2 hair, 3 hasn’t, 4 hasn’t got, 5 beard, 6 hasn’t got, 7 has

ANSWER KEY: Sorry, I don’t understand. Can you say that again, please? Yes, of course.

●

Look and complete. Which word is missing in the puzzle? Pupils look at the pictures and complete the puzzle. They then discover which picture is missing from the puzzle.

Think and write. Pupils complete the dialogue using the functional language.

ANSWER KEY: 2 say that again 3 of course, 4 mum’s necklace Extra time: Pupils read the definition and write the word. ANSWER KEY: earrings

Extra activity

Create a class crossword puzzle. Write the following word vertically on the board: moustache. Invite pupils to come up to the front of the class and write a word or phrase that uses one of the letters in ‘moustache’ on the board, so that the two words intersect at the common letter, e.g. smile ponytail curlyhair freckles straight beard c hair eyebrows

Watch and listen.

Extra activity

Have pupils make a class book or a digital presentation about their special things. Each pupil creates a page or slide with a picture of their special thing together with a short description.

Review: Activity 4

Our World video: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 55

Shine

●

Ending the lesson

Look again. What are Kurt and Mia’s special things? What’s your special thing?

55 31/03/2021 14:27

Lesson 9 – Project: Make an exhibition Objectives Lesson aim: to make an exhibition about the class Revised language: This is… He’s / She’s got… He / She hasn’t got… His / Her special thing is… We’re the same / different because…

• •

GSE Productive: Writing: Can write basic sentences about what they and others possess (e.g. everyday items, pets), given prompts or a model. Can write simple sentences describing (their own) physical appearance, e.g. eye / hair colour, height given a model.

•

Wonder

Imagine

Build

Grow

Pupil’s Book page 19

Shine: Time to shine! Shine Pupils who lack confidence can practise giving their presentation to a friend in a quiet space before sharing it with the whole class. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re making an exhibition about our class.

• •

Materials Colouring pencils; A3 or A4 paper or card (one per pair or group), A3 card / card file dividers / folders that open out (one per pupil, for the lapbooks), A4 paper (one per pupil), glue, scissors

•

Starting the lesson

Shine Shine

●

Step 2

Create ●

What does your friend look like? What’s his / her special thing? This is my friend …. He’s / She’s got… . He / She hasn’t got… . His / Her specia l thing is… . We’re the same / different becau se… .

●

Put all the posters together to create an All About Us exhibition. ●

Time to shine!

This section focuses on personalisation, collaboration and creativity. In Activity 6 pupils brainstorm ideas and review key vocabulary. In Activity 7 they work together to get ideas and plan the project, then they work individually to create their part of the display. Activity 8 fosters collaboration and communication skills as pupils collate their work to create a wall display before presenting to the class in Time to Shine! Make sure that pupils understand the steps to success for the project. Give pupils clear step-by-step instructions: 1 2 3 4 5

6 10

What new facts do you know about your class?

●

I can talk about people in my class and their special things.

Unit project Describing a friend M02_RS_PB4_5560_M02.indd 19

iagn ose

Give pupils one minute to get into order and stand in a line according to how long or short their hair is (for large classes, have them do this in groups). Check pupils are in the correct order and ask questions to review the target vocabulary, e.g. Has (Paul) got blonde hair? Has (Selma) got wavy hair?

Step 2: Create

Make a poster about your friend and his / her special thing. Are you the same or diﬀerent?

Find out what your friend’s special thing is. Draw a picture and write a description. Say how you are the same and different. Tell your class about your friend. Find out more about your classmates. What does your friend look like? What’s his / her special thing?

Give pupils time to think and write a description of their friend’s appearance and their special object. Encourage them to use the target vocabulary and structures from the unit.

19 03/02/2021 07:29

Starting the lesson

Learning path

Project: Activity 6

Project: Activity 7

Project: Activity 8

M02_RS_TB4_5997_M02.indd 56

31/03/2021 14:27

1 10 ●

It is important to arrange the pairs quickly and efficiently, so as not to waste lesson time. At the start of the class, or just before a pairwork activity, you could invite half the class to stand up and come to the front, and then sit down again in a different place / at a different table. After a warmer or milling activity has ended, have pupils sit down with the person they are standing next to.

7 ●

●

Ending the lesson Refer pupils back to the unit question Who are we? and encourage them to offer different answers. Draw their attention to how much they have learnt during the unit. Refer pupils to the Progress Chart on page 3 in the Pupil’s Book. Have them read the sentences for each skill and notice what they have achieved so far.

●

Make a poster about your friend and his / her special thing. Are you the same or diﬀerent?

Activity Book page 11

Elicit ways of completing the sentence starters and write an example of each on the board. Put pupils in pairs and have them share their descriptions of their friends from Activity 6. Encourage active listening, where pupils look at the person talking and make notes on important points. Pupils draw a profile picture of their friend, then write a description using the sentence starters to help them. Pupils decide what similarities and differences there are between them and write two or three sentences.

●

Home-school link: Pupils can do this activity at home. They describe their special people and things using target language from the unit.

Time to shine!

9 ● ●

Assess

ACHIEVE Pupils use full sentences to describe their partner. This may include negative as well as positive sentences.

Present your friend to the class. Invite a pupil to read out the example on the page. Each pupil then presents their friend to the class. Encourage the other pupils to think of questions to ask at the end of each presentation. As

Make your lapbook. Find pictures or draw. Then write. Pupils choose one of the people from Activity 1, find or draw pictures of him / her and write sentences. They then paste the pictures and text into their lapbook. The lapbook activities are a creative task, so give pupils the opportunity to interpret their lapbook writing, pictures and photos as they wish. To make the lapbooks, you can use folded sheets card (two per pupil) or two A4 size card file dividers per student which you can stick together to form one, fold-out booklet, as you can see in the example in the Activity Book on page 11.

Put all the posters together to create an All About Us exhibition.

Pupils work together to create a class display of their posters. Support pupils by providing ideas for possible layouts, and help as needed with fixing the pupils’ work to the wall.

Think about three special people. Complete. Use the words or your own ideas. Pupils use the vocabulary in the wordpool to describe three people who are special to them. They may also add their own vocabulary, e.g. necklace, fair hair, big nose, blue eyes.

ANSWER KEY: Pupils’ own answers

PROJECT TIP Pupils can create an attractive wall display which they can add to throughout the course as they learn more about their classmates. After doing personalisation activities in future units, have pupils write what they’ve learnt about their friend on a small piece of paper and add it to the display. At the end of the year, they’ll be able to look back at how much they have learnt about each other.

What new facts do you know about your class?

Give pupils a few minutes to go and look at the All About Us exhibition and read the descriptions. Ask pupils what information they have learnt about the other pupils. Elicit as many ideas as possible.

●

Shine

TEACHER TIME TO SHINE: pair work With pair work, ensure that pupils work with a variety of different classmates by having them change friends before activities. You can do this randomly with a quick game, or by ability (e.g. more and less confident pupils).

sess

ADJUST Pupils describe their partner in a simple way, with support.

EXCEED Pupils describe their partner fully and compare themselves to him / her.

Time to shine: Activity 9

Time to shine: Activity 10

Activity Book: Practice

Ending the lesson

Learning path

M02_RS_TB4_5997_M02.indd 57

57 31/03/2021 14:27

Let’s use it again! es

Key learning outcom

in Unit 2, the pupils will:

Wonder

Talk about everyday objects

Imagine

Understand a story about the importance of reusing things

Build

Invite people to a party

Grow

Write an invitation to a party

Shine

Make an exhibition about upcycled objects

58 M03_RS_TB4_5997_M03.indd 58

31/03/2021 14:33

Unit overview Target vocabulary Everyday objects: bowl, box, cup, handbag, jacket, plate, pot, rug, shelf, sweater Materials: glass, metal, paper, plastic, rubber, wood Adjectives: huge, little, pretty, ugly

Functional language Would you like to come to my upcycling party? Yes, please. I’d love to! No, thanks. Sorry, I can’t.

Recycling and building

Target structures this / that / these / those Whose is this / that? This / That is mine / yours / his / hers. Whose are these / those? These / Those are mine / yours / his / hers.

Pronunciation / ʌ/ (fun) and /ɑ:/ (party)

Values I learn how to upcycle and make new things from old things.

There’s… / There are…

Language stretch That’s a great idea!

Competency focus Be able to use different materials and techniques in making new things from old.

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39) Development indicator: Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. 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 or express basic opinions or attitudes in short stretches of speech.

Can describe common everyday objects using simple language. (31)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can make a simple invitation using fixed expressions. (31)

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

Writing

Write simple sentences about the world around me.

Working towards: writing a short text of 4–6 sentences on common topics and at the highest level being able to write for a range of social and interpersonal purposes. Can write a simple text (e.g. an invitation to a party) containing key information, given a model. (36)

Write a short text on common topics and situations using simple language.

59 M03_RS_TB4_5997_M03.indd 59

31/03/2021 14:33

Lesson 1 – Vocabulary

Pupil’s Book page 20

Objectives Lesson aim: to recognise and name things found in a home Target language: bowl, box, cup, handbag, jacket, plate, pot, rug, shelf, sweater Recycled language: There’s / There are Receptive language: upcycling

Wonder: sparking curiosity Wonder Encourage pupils to make inferences about the unit title. Write the unit title on the board and elicit ideas about how we can use things in different ways. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning about things we can find at home.

•

• • • •

•

GSE Receptive: Listening: Can identify common objects from descriptions, if spoken slowly and clearly. Productive: Listening: Can identify objects, places or people from short descriptions. Productive: Speaking: Can describe common everyday objects using simple language.

• • •

Materials Audio; Our World video; Flashcards

•

Starting the lesson: warm up and song

Let’s use it again!

●

Big Picture: What can you see?

Museum and far. Talk about things that are near

●

make new things. Talk about using old things to Make and reply to invitations.

●

ing party. Write an invitation to an upcycl things. Design and talk about upcycled

●

der…

2 bowl 7 pot

3 cup 8 shelf

4 rug 9 jacket

5 sweater 10 box

What can you see?

4 ●

2.01

Listen and find.

2.02

Listen and point. Then listen and repeat.

Watch and listen.

●

Look and say. There are two red and white bowls.

Read the I wonder question. Read aloud the question: What can you do with old plastic boxes? Give pupils a few minutes to think of new uses for plastic boxes in pairs. Then elicit pupils’ ideas and write these on the board.

Vocabulary Things at home

● 3/24/21 2:23 PM

iagn ose

2.01

Listen and find.

Look at the Big Picture. Play the audio and have pupils point to the characters as they hear them speak. Ask again Are the things in the exhibition old or new? Play the audio again for pupils to check their ideas. Ask follow-up questions, e.g. What is ‘upcycling’? What colour is the handbag? What’s your favourite thing from the exhibition?

2 ●

M03_RS_PB4_5560_M03.indd 20

●

What old things have you got? Can you use them again?

troduc

Look at the Big Picture. Elicit known words from the picture, e.g. description of the characters, body parts, clothes, museum items. Ask Are the things in the exhibition old or new? and elicit ideas from the class.

Lesson 1

●

What can you do with old plastic boxes?

1 plate 6 handbag

I wonder

Play the Rise and Shine Welcome Song and have pupils sing along. Then practise with the karaoke version.

2.02

Listen and point. The listen and repeat.

Present the vocabulary using the flashcards. Play the audio and have pupils point to each item in the picture.

Starting the lesson

Learning path

Big Picture

I wonder

Presentation: Activity 1

Presentation: Activity 2

Flashcards

M03_RS_TB4_5997_M03.indd 60

31/03/2021 14:33

2 3 ●

Ask pupils to silently choose three of the target items, keeping them secret from their friend. Pupils then take turns to make statements to try to guess what their friend is thinking about, e.g. Pupil A: You put it on the floor. Pupil B: No, you don’t, it’s not a rug.

Watch and listen.

Tell pupils that they are going to watch a video of children doing some recycling. Ask them which objects they think they will see in the video. Play the video, pausing where appropriate to ask comprehension questions, e.g. What materials do the children recycle? (glass, paper, metal, plastic); What do they make from recycled glass? What do they make from recycled paper? (new cups and plates); What do they make from metal? (new handbags); What do the children use to decorate their school? (plastic bottles, old wool, rubber, metal). FUTURE SKILLS: enquiry and imagination

Activity Book page 12 Le

●

Ending the lesson ●

t’

s Revie

Wonder

●

Play the audio again for pupils to repeat each word. Then hold up the vocabulary flashcards and elicit the words from the class. Ask concept-checking questions, e.g. Who is looking at the plates? Where are the pots?

●

Think and write face or hair. Pupils decide whether each word describes someone’s face or hair.

ANSWER KEY: 2 hair, 3 face, 4 hair, 5 face, 6 face

Read and number. Pupils look at the pictures, read the words and number them according to the picture.

ANSWER KEY: 2 sweater 3 handbag 4 rug 5 bowl 6 box 7 pot 8 plate 9 cup 10 shelf

After watching the video, ask pupils to choose one of the upcycled items and to explore what steps were taken to transform the original object into its new form. In pairs, pupils say what they think the person did. Write some useful verbs on the board to provide support, e.g. draw, paint, cut, stick.

Look and write. Pupils look at the pictures and complete the sentences.

ANSWER KEY: 2 rug, 3 bowls, pot, 4 two sweaters, jacket

4 ●

●

Look and say.

Model the activity first and have pupils find the object in the Big Picture. Invite a pupil to read the speech bubble text and have the class find the item in the picture. Elicit the difference between There’s (singular) and There are (plural) with the following examples: There’s a blue handbag. There are three red and white cups. Pupils take turns to say sentences about the Big Picture. Monitor to make sure pupils are using the correct vocabulary and structures. SUPPORT Write There’s and There are on the board. Elicit and write examples of singular and plural nouns under each heading. STRETCH Have pupils make false as well as true sentences. Their friend listens, looks at the picture and says true or false. WONDER HELPER Ask pupils which helper they can see (Sofia, the Wonder helper). Read Sofia’s question, then have pupils make a list of old things they have got in pairs, and tick those they think they could use again for a different purpose. Allow pupils to use L1 if necessary. Get feedback from the class and write their ideas on the board.

Wonder helper: Pupils look around the classroom for things they can upcycle and say: This / That is a … It can be a … . Extra time: Pupils point to the objects and say I’ve got… .

Activity 1

Pupil’s Book audioscript

Sofia

Wow! Look at this cool exhibition! It’s about ‘upcycling’. Marco What’s that, Eva? Eva ‘Upcycling’ is making something new from something old. Look at these new pots! Hugo Oh, yes! Look at that nice bowl! Sofia That’s so cool! I like this beautiful rug and I love that box, too! Marco Me too! And there are some great plates and cups. What’s your favourite thing in the exhibition, Zoe? Zoe I like this blue handbag. I want to make a handbag, too! It’s good to use things again! Oh, look! Socks thinks that this box is his new bed! Well done, Socks! You’re using things again, too! Socks Miaow. Zoe Oh look …

Extra activity

Our World video: Activity 3

Practice: Activity 4

Wonder Helper

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 61

61 31/03/2021 14:33

Lesson 2 – Song and structures

Pupil’s Book page 21

Objectives Lesson aim: to talk about objects that are around us Target language: I like this / that (plate). / I like these / those (plates). Recycled language: book, children, door, pen, pencil case, tablet, window Receptive language: throw away

•

GSE Receptive: Listening: Can identify objects, places or people from short descriptions. Productive: Speaking: Can describe the position of objects or people in a basic way, using pictures or gestures.

• •

Wonder

Imagine

Build

Grow

Shine

Song

Wonder: sparking curiosity Wonder Engage pupils with the Big Picture by asking them to choose their favourite thing from the exhibition and why they like it, e.g. I like the jacket. I like the colour. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning to talk about things that are around us.

•

• • • •

Materials Audio; Flashcards; objects from Activity 4 (to be placed around the classroom)

•

Starting the lesson ●

We use our things again and again, We don’t throw them away! We make our old things new again, We do it every day!

Look at these cups! Look at these plates! Look at these bowls! I think these are great!

●

Chorus

●

Chorus ●

●

Lesson 2

2.03

2.05

I can shine!

Read and sing. Listen, find and point.

4 pen

Grammar I like this bowl.

I don’t like that bowl.

I like these plates.

I don’t like those plates.

books pencil case windows door children tablets

●

Look at this pen and look at that book! Look at these pencils and look at those pots!

M03_RS_PB4_5560_M03.indd 21

21 3/24/21 2:24 PM

3 ●

●

iagn ose

2.05

Listen, find and point.

Play the audio and have pupils point to the things being described in the picture. Ask Which things do the children like? and play the audio again for pupils to listen for the answer. Play the audio once more, pausing after each question for pupils to repeat the sentence containing the target language. Elicit whether this / these / that or those is being used and highlight the children’s use of here and over there. ANSWER KEY: They like the boxes on the wall and the plates on the table.

I can talk about things that are near and far. Song and structures I like this / that (plate). / I don’t like these / those (plates).

Read and sing.

Display the flashcards from Lesson 1. Play the audio and have pupils point to the flashcards as they listen. Elicit that the song is encouraging us to use our things many times and then use them in different ways, instead of throwing them away. Play the song one more time and encourage pupils to sing along and do the actions. When pupils are confident, play the karaoke version.

Talk about things in your classroom.

Make sentences about the picture.

2.03 2.04

Look at those boxes! Look at those pots! Look at those sweaters! I like those a lot!

Call out a description of one of the things from the Big Picture, e.g. This is a big thing. It’s green and yellow. You can put things inside it. Pupils look at the picture and whisper the word to each other in pairs. Then elicit answers and repeat with other items of target vocabulary.

Make sentences about the picture.

Present the Grammar box and drill the sentences chorally. Use the pictures to support understanding of the differences between this / that / these / those. Tell pupils to imagine they are standing in front of the table in the big picture. Model the activity by pointing to an object and saying: I like (this) (bowl).

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Presentation: Grammar

M03_RS_TB4_5997_M03.indd 62

31/03/2021 14:33

2 ●

4 ●

●

Talk about things in your classroom.

Focus on the wordpool and have pupils find these objects in the classroom. Invite two pupils to read the model dialogue. Highlight that pupils should talk about things that are near and far. Pupils work in pairs to point to something and say a sentence. SUPPORT Check pupils understand the concept of near and far by pointing to objects near to you and further away you, and say this (pen), these (crayons), that (window), those (books). STRETCH Have pupils also describe or give their opinion about the classroom objects around them, e.g. Look at this pen! It’s purple! I like those rubbers. They’re very big!

ACHIEVE The pupils talk about objects that are near to them and far away. ADJUST The pupils talk about some objects that are near to them and far away, with support.

EXCEED The pupils describe objects that are near to them and far away, and can give additional information about the objects (e.g. their opinion, the object’s colour).

Extra activity

Have pupils work in pairs or groups to write a new verse for the song using things found in the classroom. They can then perform their new verse in front of the class.

Ending the lesson ●

●

2.06

Listen and tick (✓) or cross (✗). Then listen again and write. Play the audio. Pupils listen and tick the things Ella wants. Play the audio again and have pupils complete the sentences with this / that / these / those. They also need to write don’t in the negative sentences.

ANSWER KEY: 2 ✓ that, 3 ✓ those, 4 ✗ don’t / that

2.07

Look and match. Then listen and check. Point and say. Pupils look at the picture and match the sentence halves. Then listen and check. They then make sentences in pairs.

ANSWER KEY: 2 These sweaters are on the table. 3 Those handbags are on the shelf. 4 That sweater is on the wall. 5 This handbag is on the table.

I can shine!

Assess

I can shine!

Activity Book page 13

Invite pupils to put all their school things on their desks. Elicit or quickly revise the names of everyday objects: ruler, pens, compass, pencil sharpener, eraser, pencil case, marker, notebook, etc. Invite pupils to walk around the classroom looking at the things their classmates have on their desks. Pupils tell their classmate what they like using the target language, e.g. I like this pencil case! I like those pencils!

Look at Activity 2. Choose, think and write. Pupils complete the sentences about items of their choice from the picture. They choose an adjective from the wordpool to describe each item and write this / that / these / those where necessary.

Extra activity

Put some known everyday objects in a large cloth bag that can be closed up, e.g. a large shoe bag or laundry bag before the start of the class. Be careful that the objects chosen can’t be broken during the game, so avoid anything made of glass or china and anything sharp. Include two or more of some of the smaller items. Invite three or four pupils to come up to the front and feel the things in the bag for twenty seconds. Ask them not to speak while they are feeling the objects. They then go back to their seats and write down the things they think are in the bag, while another group has a turn. Continue until everyone has had a turn. Then take the objects out of the bag one by one, holding each item up. Invite pupils to identify what each item is, e.g. That’s a cup. Those are (three) pencil sharpeners.

Activity 2

Pupil’s Book audioscript

1 Zoe

I love these boxes on the table here. They’re beautiful! 2 Marco I don’t like these boxes on the table. I like those boxes on the shelf over there. 3 Sofia I like those plates on the wall over there. They’re great! 4 Hugo I don’t like those plates on the wall. I like these plates on the table here.

Extra activity

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 63

Wonder

Pupils take turns to make sentences about the picture using the target language. SUPPORT Explain that pupils need to use this and these for the things on the table and that and those for the things on the wall. STRETCH Encourage pupils to respond to their friend, e.g. Me too! I don’t! I like them!

63 31/03/2021 14:33

Lesson 3 – Story

Pupil’s Book pages 22 and 23 Imagine: fostering imagination Imagine Encourage pupils to be imaginative and creative in story lessons by having them notice further possibilities related to the story events after reading, e.g. what other things we can make using T-shirts. Point to the ‘Imagine’ stepping stone and write the learning objective on the board: We’re listening to and reading a story about exploring making new things from old things.

Objectives Lesson aim: to read and understand a story about an upcycling project Target language: glass, metal, paper, plastic, rubber, wood Recycled language: boots, clothes, shoes, T-shirt Receptive language: upcycle, upcycling

•

• • • •

•

GSE Receptive: Reading: Can get the gist of a very simple illustrated story. Receptive: Reading: Can identify specific information in a simple story, if guided by questions. Productive: Speaking: Can describe common everyday objects using simple language.

• • •

Wonder

Museum

Lesson 3

2.08

The children want to do some upcycling.

•

Grow

Shine

The children think about the problem.

But what can you do with old boots?

I know! We can paint the boots. Then we can wear them again!

Listen, point and say.

Build

Imagine

Materials Flashcards; Audio; Story animation; Story cards; old jars, tins and other containers (or pictures of these)

Miaow!

●

Look at all these things!

R&S_PB4_ AW_1.2a

plastic

paper

Thanks, Socks! I’ve got an idea! Let’s use the boot to make a new pot!

No, we can’t. There’s only one blue boot.

But what can we make? There are some upcycled rugs.

●

That’s a great idea!

simple language for example: The boot is rubber. It’s old. It’s (blue). Put pupils into pairs and have them describe the objects using the vocabulary from Activity 1. Ask pupils what they think the rug is made from.

It isn’t an old boot now!

RECEPTIVE SKILLS TIP The first reading or listening activity is always a gist task. You can encourage pupils to think about the general topic of the story and how it fits in with the unit theme. When doing gist activities, avoid asking questions about specific details, as these will be covered later.

Whose are those rugs, Eva?

wood

metal

rubber

2 3

We can put some flowers in the pot!

How do you think I feel at the end of the story?

I like this rubber boot!

glass Look at these old clothes and shoes, too!

Listen or watch.

● ● ●

●

Zoe sees some… and some paper plates.

Marco finds some old clothes and some… .

Hugo uses a… to make a new flower pot.

Imagine you’re at the exhibition. What do you want to use? What do you want to make? I want to use this plastic cup. I want to make a new pencil pot.

2.08

M03_RS_PB4_5560_M03.indd 23

●

3/24/21 2:24 PM

●

iagn ose

Play the story animation or play the audio. Have pupils follow in their books and check their ideas from Activity 2. Read the question together and play the story again. Then elicit answers from the class. ANSWER KEY: A flower pot. SUPPORT As you check answers, have pupils show you where they found the answer in the story on the page. STRETCH Ask pupils to try to guess the meaning of upcycling and rubbish.

Listen, point and say.

IMAGINE HELPER Ask pupils which helper they can see (Hugo, the Imagine helper). Read Hugo’s question together. Have pupils discuss their ideas in small groups. During feedback, ask pupils how they feel when they make something. Point out that Hugo’s flower pot is great, but sometimes when we make things, they don’t end up how we imagined them. Elicit that we can be proud of our work even when it isn’t perfect. This discussion helps foster a growth mindset.

Look at the story. Can you describe the things in the pictures?

Give pupils one or two minutes to identify the objects in the story. Point to an upcycled object, e.g. the rubber boot, and describe it using

Listen or watch. What new thing do the children make?

2.09

I can talk about using old things to make new things.

Ask pupils to look at the pictures and say what they see. Ask What do you think we make the objects from? Present the vocabulary using the flashcards. Play the audio and have pupils point to the pictures as they listen. Play the audio again and have pupils repeat the words. SUPPORT Hold up some objects from the classroom and elicit what they are made from, e.g. a pen holder, the bin, a window. STRETCH Have pupils look around the classroom and say what things are made from. Show pupils the flashcards and have them say the names of the materials unprompted.

2 ●

Gita uses… to make new rugs.

I can shine!

Place the containers on a table where pupils can see them or display the pictures. Say: Look at all these things! Point to each item and elicit: Look at this / that / these / those (pot(s))! Ask pupils what we should do with this rubbish. Try to elicit that we should upcycle it and not throw it away.

1 ●

Let’s make something else!

Story value Understanding the importance of reusing things. 3/24/21 2:24 PM

Starting the lesson

●

Vocabulary Talking about materials

M03_RS_PB4_5560_M03.indd 22

●

Read again. Complete the sentences. old shoes rubber boot plastic cups old T-shirts

What new thing do the children make?

It’s a new flower pot!

Yes, Marco!

There are

some plastic cups and some paper plates.

Look at the story. Can you describe the things in the pictures? 2.09

Those rugs are Gita’s. She’s from India. She makes old T-shirts into new rugs.

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Extra activity

Pre-reading: Activity 2

Story: Activity 3

Story animation

M03_RS_TB4_5997_M03.indd 64

31/03/2021 14:33

2 POSSIBLE ANSWERS: proud, happy

● ●

●

ANSWER KEY: 1 old T-shirts, 2 plastic cups, 3 old shoes, 4 rubber boot FUTURE SKILLS: enquiry and imagination Have pupils work in pairs or groups to think of and draw other things they could use to make an upcycled flower pot. Encourage them to say what material each item is made of.

5 Imagine you’re at the exhibition. What do you want to use? What do you want to make? ●

●

Have pupils act out the story in groups. Encourage them to read the story on the page and do the actions. For support, play the audio again before pupils act out the story and have each pupil repeat their sentences. Invite groups to perform the story in front of the class. You can allow them to move around the classroom, as if they were in the museum.

Read again. Complete the sentences.

Have pupils find Gita in the pictures. Give pupils time to read the sentences. Then check comprehension of the target vocabulary in the sentences and the wordpool. Pupils complete the sentences with the words from the wordpool. SUPPORT Put pupils in mixed-ability pairs and have them check their answers together. STRETCH Have pupils read each sentence in pairs and match it to a story frame.

Tell pupils to imagine they are at the exhibition with the children. They are going to choose one of the things from the story and decide what they can make with it. Brainstorm a few ideas and write on the board. Pupils can look at the Big Picture on page 20 for more ideas. Give pupils time to choose an item and to think about what they could make. Pupils share ideas about their upcycled objects in pairs. SUPPORT Drill the sentences in the model chorally. Then elicit similar sentences using I want to use / make… . STRETCH Have pupils role play a conversation with Eva in pairs where they describe what they want to make and why.

Assess

I can shine!

Imagine

Story extension

Ending the lesson ●

Prepare some true and false sentences about the story, e.g. Gita makes a rug from old shoes (false). Ask pupils to close their books. Read out a sentence and have pupils stand up if it is true and remain seated if it is false. POSSIBLE SENTENCES: The children don’t want to do any upcycling. (False) Gita is from India. (True) Marco likes the blue rubber boot. (False. Hugo likes the blue rubber boot.) Sofia helps Hugo decide what to make. (False. Socks helps him decide.) Marco suggests they can put some flowers in the pot. (True) Zoe says ‘Let’s make something else’. (True)

Activity Book page 14 2.10

Look and write. Tick (✓) the sentences from the story. Then listen and check. Pupils complete the sentences with the materials and tick the sentences that are in the story. Play the audio for them to check their answers.

ANSWER KEY: 2 rubber, 3 plastic, paper Sentence from the story: 2

Look and number. Pupils match the sentences to the pictures.

ANSWER KEY: 2 d, 3 a, 4 b

ACHIEVE Pupils talk about something they want to make and what they will use to make it.

Imagine helper: Pupils evaluate the story and tick how they feel about it.

I can shine!

ADJUST Pupils talk about something they want to make, with support.

EXCEED Pupils talk about something they want to make, what they will use to make it, and explain why.

What can the children upcycle? Think and write. Pupils complete the sentences using the words in the wordpool and other vocabulary. You may wish to review vocabulary from Unit 1 before pupils do this activity.

Extra time: Pupils discuss their answers to the question with their friend.

Practice: Activity 4

Imagine Helper

I can shine: Activity 5

Story extension

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 65

65 31/03/2021 14:33

Lesson 4 –Structures

Pupil’s Book page 24 Build: building confidence Build Build confidence by reviewing the structures from Lesson 2 and showing pupils how we are building on this knowledge to ask questions about who the objects belong to. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to ask and answer about people and their things.

Objectives Lesson aim: to say who things belong to Target language: Whose is / are this / that / these / those? This / That / These / Those is / are mine / yours / his / hers. Recycled language: boot, necklace, earrings

•

• • •

•

GSE Receptive: Listening: Can identify common objects from descriptions, if spoken slowly and clearly. Productive: Speaking: Can say who objects belong to. Productive: Speaking: Can ask basic questions to find out who things belong to.

• • •

Materials Audio

•

Starting the lesson ●

Lesson 4

2.11

Listen and match.

●

Look at the picture. Imagine you’re me or one of my friends. Point, ask and answer.

2.12

Listen and read. Then chant.

Grammar builder Whose is

this / that?

Whose are

these / those?

This / That is These / Those are

mine / yours / his / hers. mine / yours / his / hers.

iagn ose

Ask pupils what they remember about the story from Lesson 3. Write the materials in a column on one side of the board and the objects on the other, in random order. Invite pupils to come to the board and draw lines matching the vocabulary, e.g. paper – plates.

1 ●

2.11

Listen and match.

Focus on the picture and elicit that the children have been making more upcycled objects at the museum. Ask What did Marco make? and elicit the answer (a flower pot). Play the audio and ask pupils to find out what each child made. Check answers by pointing to each item and asking Whose is this? SUPPORT After listening, assign the four roles to pupils. Play the audio again and have pupils point to themselves when they hear their object. STRETCH Draw a grid on the board with the children’s names on the x axis and the objects on the y axis. Play the audio, pausing after: Is this flower pot yours, Sofia? No! It isn’t mine. Draw a cross in the grid section for Sofia – flower pot. Play the rest of the audio. Pupils copy and complete the chart in their notebooks. ANSWER KEY: flower pot – Hugo, glass bowl – Marco, earrings – Zoe, necklace – Sofia

Ask and answer about diﬀerent things. Whose are these pencils? These are mine.

Structures Whose is / are this / these… ? This / These is / are mine / yours / his / hers.

M03_RS_PB4_5560_M03.indd 24

3/24/21 2:24 PM

RECEPTIVE SKILLS TIP Support pupils’ ability to identify key information in listening texts. In this audio, Eva asks: Is Communication Making and responding to invitations. it Marco’s? which could confuse pupils into matching the flower pot with Marco. However, Sofia then says: No! Hugo’s! Remind pupils that they shouldn’t write down the first answer they hear, as sometimes we need to continue listening to find the correct answer.

Starting the lesson

Learning path

Practice: Activity 1

Presentation: Activity 2

Extra activity

M03_RS_TB4_5997_M03.indd 66

31/03/2021 14:34

2 2 ●

●

Ending the lesson

Listen and read. Then chant.

Review this / that / these / those by having pupils point to objects in the classroom that are near and far, as appropriate. Play the audio and have pupils read the examples in the Grammar builder box. Play the track again. Pause after each line for pupils to repeat the chant. Play the track again. Have half the class repeat the questions and the other half repeat the answers. Focus attention on the Grammar builder box and have pupils notice that we use the singular verb form is with this / that and the plural form are with these / those. Then demonstrate the meaning of mine / yours / his / hers by pointing to yourself and different pupils as you say the words. SUPPORT Copy the Grammar builder box on the board. To help pupils with word order, number each word as follows: Whose (1) is (2) this? (3) Underneath, write: This (3) is (2) mine. (1) and draw an arrow linking the word this in both examples. Elicit that the question order is 123 and the answer is 321. STRETCH Elicit that we use the same words in questions and answers but the words are in the reverse order.

●

Tell pupils you are going to borrow some of their things. Ask pupils to close their eyes. Take a few personal belongings from various pupils, e.g. a pencil case, a notebook, a backpack, a jacket and place them on your desk. Have pupils open their eyes. Hold up each item and elicit Whose is this? then invite pupils to answer.

Build

●

2.12

Activity Book page 15

Look and write. Pupils read and complete the sentences using the words in the wordpool.

ANSWER KEY: 2 hers, 3 yours, 4 his Build helper: Pupils play in groups of three or more: They all put items on the desk such as pens, pencils, rubbers, and rulers. Pupils take turns to guess whose each item/s is / are.

Grammar extension

Grammar 2 Lesson on page 89 of the Pupil’s Book offers extended practice of the grammar introduced in Unit 2. Further teacher’s notes can be found in the teacher resources on the Pearson English Portal.

Extra activity

Go around the class pointing to various objects belonging to pupils. Ask Whose is / are this / that / these / those? as appropriate and elicit an answer from the pupil, e.g. It’s mine. and from the class, It’s hers. Have the other pupils point to the owner or themselves.

BUILD HELPER Ask pupils which helper they can see (Marco, the Build helper). Read Marco’s task together. Point to the picture and tell pupils to each choose one of the children in pairs. Pupils ask and answer questions about the objects in the picture using the target structures in the Grammar builder box.

3 ●

●

sess

Ask and answer about diﬀerent things.

Look at the model dialogue and explain that pupils have to ask questions to find out who things belong to. In groups, have pupils place different classroom objects in the middle. They take turns to point to or pick up an object and ask a question. The other pupils answer. SUPPORT Elicit further example sentences before having pupils do the activity. STRETCH Ask pupils to think of situations where they might need to use this language. Discuss ideas as a class, e.g. when you find a glove in the playground and you want to find its owner.

Activity 1

Pupil’s Book audioscript

Marco Eva

Look at our upcycled things, Eva! Wow! These things are great! Whose is that? Is that flower pot yours, Sofia? Sofia No! It isn’t mine! That is his! Eva Oh, Marco’s? Sofia No! Hugo’s! This is Marco’s bowl. Eva Oh, OK! And whose are these? Are these earrings yours, Sofia? Sofia No! Those are hers! Eva Zoe’s? Zoe Yes, those are mine! Sofia And that is my necklace. Eva OK! Zoe And this is Socks’s box! Eva Oh, yes! Come on! Let’s put your things in our upcycling exhibition! All children Hooray!

Build Helper

Practice: Activity 3

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 67

67 31/03/2021 14:34

Lesson 5 – Communication

Pupil’s Book page 25 Build: building confidence Build Build confidence in pronunciation and help pupils become more confident speakers by providing numerous opportunities for pupils to practise the polite responses in this lesson. Encourage pupils to respond: No, thanks. / Yes, please. to simple questions in class, e.g. Would you like a new pen? Point to the ‘Build’ stepping stone and write the lesson objective on the board: We’re learning to invite our friends to a party.

Objectives Lesson aim: to make and respond to an invitation; to differentiate between the sounds ar /ɑː/ and u /ʌ/ Speaking function: making and responding to invitations Functional language: Would you like…? Yes, please. I’d love to! No, thanks. Sorry, I can’t. Recycled language: party

• • • •

•

GSE Productive: Speaking: Can make / decline / accept a simple invitation, using fixed expressions. Productive: Speaking: Can say simple tongue-twisters and other types of playful language.

• •

Wonder

Imagine

Grow

Build

Materials Audio; Communication cards; a few party invitations folded up into small squares

•

Shine

Lesson 5

Look. What are they doing?

2.13

Would you like to come to my upcycling party on Saturday?

Starting the lesson ●

Listen and read. When is the party?

Ask pupils what kind of parties they go to. Hold a whole-class discussion and ask follow-up questions, e.g. Where can you have a party? Do you go to birthday parties? What do you do at parties? What do you like about them?

Yes, please. I’d love to!

●

2 ●

●

No, thanks. Sorry, I can’t.

iagn ose

Look. What are they doing?

Look at the picture and elicit that the girl is inviting her friends to an upcycling party. 2.13

Listen and read. When is the party?

Play the audio and have pupils read the dialogue on the page. Ask the question and have pupils answer with their friend before checking with the class. ANSWER KEY: On Saturday.

2.14

Listen again and repeat.

2.15

I can shine!

Pronunciation

Listen and say.

●

Invite your friends to some parties. Your friends answer.

●

Would you like to come to my upcycling party? ●

Yes, please. I’d love to! No, thanks. Sorry, I can’t.

I’d love to come to your party. Parties are always fun! But I can’t come to your party. Sorry but I can’t come!

I can make and reply to invitations.

Communication Making and responding to invitations.

/ hers. M03_RS_PB4_5560_M03.indd 25

25 3/24/21 2:24 PM

2.14

Listen again and repeat.

Play the audio again. Pause after each sentence for pupils to repeat. Point to the phrases in blue and elicit that we can use them to invite someone to do something and to accept or refuse their invitation. Have pupils practise reading out the dialogue in groups of three. Then ask them to swap roles and repeat. SUPPORT Drill the pronunciation of each word individually, then gradually build up to the full question / response until pupils are comfortable saying them. STRETCH Have pupils change the ending to the question and invite their friend to go to other places, e.g. Would you like to come to the library with me? Would you like to go to the sports centre?

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Activity 2

Practice: Activity 3

Speaking support

M03_RS_TB4_5997_M03.indd 68

31/03/2021 14:34

2 4 ●

●

Pronunciation Listen and say.

Write Parties are fun! on the board. Invite pupils to say the words and underline the target vowel sounds. Elicit how to pronounce these sounds. Play the audio, pausing after each sentence for pupils to repeat it. Play the whole track and have pupils repeat the rhyme. Then try to elicit more words with each sound, e.g. father, car, summer, bus. Ask pupils to say the rhyme in pairs. Then invite pupils to try saying the rhyme more quickly. TEACHER TIME TO SHINE: pronunciation Avoid putting pressure on pupils to pronounce sounds in a certain way. As long as their pronunciation is understandable, pupils will be able to communicate their ideas competently. Try to avoid promoting a native speaker pronunciation as ideal, as this is often unattainable and unnecessary.

Invite your friends to some parties. Your friends answer.

With communication cards: ●

●

Print the communication cards off before the lesson. Put pupils in pairs (Pupils A and B). Tell pupils they are going to invite each other to do different activities. Invite two pupils to read out the model dialogue. Pupils take turns to invite each other and respond to the invitations on the communication cards.

●

Ending the lesson ●

●

You will need folded-up invitations. Pupils sit in a circle with their eyes closed and their hands behind their backs. Walk round the circle and silently put the invitations into a few pupils’ hands. Have the class open their eyes. Have one pupil try to find out who has an invitation by asking: Would you like to come to my party? Pupils respond: Sorry, I can’t come unless they have the invitation. The pupil only has three tries before the game ends. Repeat the game as many times as you like.

Activity Book page 15

2.16

Read and circle. Then listen and check. Pupils read the dialogue and circle the correct words. Play the audio for them to check their answers. Then invite pupils to act out the dialogue in pairs.

ANSWER KEY: 1 like, 2 please, 3 thanks

I can shine!

Without communication cards: ●

FUTURE SKILLS: collaboration and communication Have pupils plan a party in groups. They choose a type of party (see ideas in Activity 5 notes) and decide what the guests will do there. Write some functional language on the board, e.g. We want to play / eat / drink / have… . Pupils discuss and make a list of games, activities, food, etc.

Build

●

2.15

Elicit and write on the board some types of parties (e.g. birthday, national and religious holidays in your country). Pupils use these ideas to make and reply to the invitations. Tell them to reply ‘yes’ to some invitations and ‘no’ to others. Pupils choose a party type from the ideas on the board to write an invitation. Then have pupils swap invitations and write a reply. SUPPORT Elicit and write a model dialogue on the board for pupils to refer to during the activity. STRETCH Encourage pupils to think of and give a reason for saying no when invited to a party.

Choose a day for your party. Then ask and answer. Pupils write my party in the day they choose. They then ask and answer questions to invite each other to their parties, adding the parties they are invited to in their diary.

Pronunciation: Say. Then put the words into two groups. Pupils say the words and then classify them into two groups according to their sound. ANSWER KEY: /ɑː/ party, can’t, glass /ʌ/ love, cup, rug

Assess

I can shine!

ACHIEVE Pupils invite someone to a party and respond appropriately.

ADJUST Pupils invite someone to a party and respond in a simple way, with support. EXCEED Pupils invite someone to a party and respond appropriately, giving reasons for a negative response.

Practice: Activity 4

Pronunciation practice

I can shine: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 69

69 31/03/2021 14:34

Lesson 6 – Global citizenship

Pupil’s Book page 26

Objectives Lesson aim: to read about upcycling projects around the world Cross-curricular connection: Citizenship Global citizenship theme: The importance of reusing and recycling Target language: huge, little, pretty, ugly Recycled language: bowl, box, metal, plastic, plate Receptive language: rubbish

• • • • • •

GSE Receptive: Reading: Can identify key information in short, simple, factual texts. Receptive: Listening: Can identify basic factual information in short, simple dialogues or stories on familiar everyday topics, if spoken slowly and clearly.

• •

•

Materials Audio; Level 3 Flashcards (or pictures of these places)

•

al Citiz e ob

•

al Citiz e ob

Grow: nurturing growth in society Grow Promote global citizenship by encouraging pupils to develop a sense of responsibility for the use of resources used by them and by their community. Discuss which materials, if any, are or could be recycled locally. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re reading about upcycling projects around the world.

OptA Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Starting the lesson

al Citiz ob

OptB

Look. Do you have these things in your city?

I play with friends!

2.17

I try different food!

I appreciate special clothes

●

Listen, read and match.

●

al Citiz e ob

I appreciate special clothes

I try different food!

I play with friends!

I celebrate all families!

al Citiz e ob

I share toys!

Let’s be friends

OptC

Lorem ipsum

I learn how to upcycle.

Let’s be friends I share toys!

Lesson 6

●

OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

●

Cool city upcycling Things to do with the ugly rubbish in our cities 2 Fish phone boxes, Tokyo,

3 Rubbish playground,

Many people have got old plastic boxes. In Sydney, there’s a huge city garden. This garden uses plastic boxes! First, people grow plants inside little boxes. Then they put the plants into big boxes. They put these boxes together. The garden is very pretty and it’s fun to visit!

People don’t use phone boxes now. In Japan, people put water in old phone boxes. Then they put fish in the phone boxes, too! Now, the phone boxes are interesting homes for fish! People love looking at the little fish. They take a lot of photos of the fish and the phone boxes!

People in Kathmandu upcycle ugly city rubbish. They use the rubbish to make an exciting playground! Children can climb and swing in this playground. Many people love the playground. It uses rubbish to make a fun place for children! Do you want to play there, too?

Australia

●

1 Box garden, Sydney,

Japan

Kathmandu, Nepal

before

after

old plastic boxes

an exciting playground

old phone boxes

a pretty garden

ugly rubbish

interesting homes for fish

Listen and say. Where is the party?

2.18

at the museum

at home

2.19

●

Listen again. True or false? Emin has some old plastic bowls at home.

Lisa has some old metal plates at home.

Everyone can bring some food to the party.

● ●

Global Citizenship An article about upcycling around the world

2.17

Listen, read and match.

Read the title of the article together and elicit that the photos show things that have been upcycled. Play the audio and have pupils read the article as they listen. Pupils match the paragraphs to the pictures. Remind pupils about the I wonder question in Lesson 1, and ask them if they can find an answer to this question in the article. ANSWER KEY: A 3, B 1, C 2

M03_RS_PB4_5560_M03.indd 26

Look. Do you have these things in your city?

Ask pupils to look at the three photos and say which one they like best. Get feedback from the class and ask Do you have these places in your city?

iagn ose

RECEPTIVE SKILLS TIP Before they read and listen to the article, have pupils look at the pictures and title and predict what it is about. This will help them focus on the topic of the article and also give them a reason for reading.

Do people use rubbish again in your city or town?

Read again and match.

Review the town vocabulary from Level 3 using flashcards or pictures. Put pupils in groups and ask them to make a list of places in their town or city. Groups should give themselves one point for each correct answer. Find out which group has the most points and have them read out their answers to the class.

Writing An invitation to an upcycling party

3/24/21 2:24 PM

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

M03_RS_TB4_5997_M03.indd 70

31/03/2021 14:34

2 3 ●

●

Focus on the headings and elicit that pupils have to match what each object was before with what it is now (after). Pupils do the activity by finding the information in the article and using the photos for support. Give pupils a few seconds to locate the words in bold italics in the article. Elicit that the words are adjectives and we use them to describe things. Elicit one or two further examples of things we can describe with each adjective. SUPPORT Use gesture to show the meaning of the adjectives, where possible. STRETCH Have pupils identify which adjectives are opposites.

●

Play the Drawing game. (See pages 26–27.)

Activity Book page 16

●

Tell pupils that they are going to listen to two children talking about an upcycling party after reading the article. Ask pupils what things they could take to an upcycling party. Read the question and options together. Then play the audio and have pupils listen for the answer.

●

Listen again. True or false?

2.19

Listen and number. Then write. Listen again and check. Pupils listen and number the pictures. They then complete the sentences with the correct word. If necessary, pause the audio to give pupils time to write.

Write for you. Pupils complete the sentences about themselves.

Grow helper: Pupils discuss the question in pairs. Extra time: Pupils discuss the question with a friend and try to come up with several ideas.

ANSWER KEY: b

2.20

ANSWER KEY: 2, 3, 4, 1 a ugly, b pretty, c huge

Listen and say. Where is the party?

2.18

Read and match. Pupils match the sentences to the photos.

ANSWER KEY: 2 d, 3 a, 4 c

ANSWER KEY: 1 b, 2 c, 3 a

Grow

●

Ending the lesson

Read again and match.

Have pupils read the sentences and see if they remember if they are true or false. Don’t check answers yet. Play the audio, pausing at the relevant parts for pupils to answer true or false.

Activity 4 Lisa

Emin

ANSWER KEY: 1 False, 2 True, 3 False

GROW HELPER Ask pupils which helper they can see (Eva, the Grow helper). Read Eva’s question together. As a class, elicit ideas about what they and other people in their town do with rubbish. Promote the idea that pupils can contribute towards their community by donating old things that can be reused or upcycled by people who are less fortunate than themselves.

Lisa Emin Lisa Emin Lisa Emin Lisa

Pupil’s Book audioscript

Look at these cool photos, Emin! That huge garden is in Sydney. People work together. They make those ugly plastic boxes into a pretty garden. That’s ‘upcycling’. What a great idea! Hey, Lisa, we can do some upcycling, too. We can upcycle some little things at home. Good idea! What things can we use? Umm… . We have some old plastic cups at home. OK! And we have some old wood boxes and some old metal plates, too. We don’t use them. I know! Let’s have an upcycling party! We can upcycle all our old things! Yes! Everyone can bring some old things to the party. Then we can work together to make exciting new things! Cool! Let’s write the invitations now!

Background information (Culture and CLIL) In this lesson, pupils explore how upcycling can be used on a larger scale to improve cities. Have pupils do some research to find out about other upcycling projects from around the world.

FUTURE SKILLS: critical and reflective thinking Draw pupils’ attention back to the I wonder question on page 20 and see if they have any new ideas. Give each group coloured pens and a large piece of paper on which to write their ideas.

Practice: Activity 4

Practice: Activity 5

Grow Helper

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 71

71 31/03/2021 14:34

Lesson 7 – Writing

Pupil’s Book page 27 Grow: nurturing growth in society Grow Encourage pupils to connect their own lives with the unit theme by asking them what they can do to cut down on waste and help promote sustainability in their community, e.g. reducing consumption, avoiding single-use plastics. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re learning to write a party invitation.

Objectives Lesson aim: to write an invitation to an upcycling party Text type: an invitation Recycled language: handbag, jacket, metal bowls, paper plates, plastic bowls, plastic cups, plastic pots, rug, sweater

•

• • •

•

GSE Receptive: Reading: Can understand simple informational material containing familiar words supported by pictures. Productive: Writing: Can write a simple text (e.g. an invitation to a party) containing key information, given a model.

• •

Wonder

Imagine

Build

Materials Audio; card (one per pupil)

•

Shine

Grow

Starting the lesson ●

Lesson 7

and match.

2.21

Listen and read. Whose party is it? When is it?

Please come to my upcycling party!

Ben Lisa Where? It’s at my house. When? It’s on Saturday at two o’ clock. Please bring some things for upcycling! To:

From:

●

Our writing workshop 2

2.22

Ideas generator Listen, read and complete.

Give it a go Plan your party with a friend.

Our upcycling party!

1 I’ve got these paper… and this huge… !

●

iagn ose

Draw the following pictures on the board: a huge teddy bear, a small ugly robot, a necklace made of flowers. Tell pupils that their friend has invited them to a birthday party and they need to buy a present. Have pupils describe the presents in pairs and choose one for their friend. Encourage them to use the adjectives from Lesson 6. Get feedback and see which present is the most popular. 2.21

Listen and read. Whose party is it? When is it?

Tell pupils to look at the text for ten seconds and then close their books. Elicit that it is an invitation to a party. Then read the questions and have pupils predict / remember the answers. Play the audio and have pupils read the invitation as they listen and check their answers.

Where?

ANSWER KEY: Lisa’s party, Saturday at two o’clock

Which day?

2 I’ve got some old clothes. Look at these ugly… and this old… !

What time?

SUPPORT Review the meaning of whose. Ask pupils to find the two people’s names and decide who is having a party. STRETCH Elicit what other information the invitation includes (the place, the kind of party and instructions for guests).

Please bring:

I can shine!

owls at home.

I can write an invitation to an upcycling party.

3 I’ve got this old… and

es at home.

these plastic… .

d to the party.

Write an invitation to an upcycling party together.

Writing An invitation to an upcycling party M03_RS_PB4_5560_M03.indd 27

2 ●

27 3/24/21 2:24 PM

●

2.22

Ideas generator Listen, read and complete.

Elicit the words for the items in the photos and write on the board. Play the audio and have pupils complete the sentences. Check answers with the class. Give pupils time to think and discuss in groups what old things they have that they can use to make something new. ANSWER KEY: 1 plates / rug, 2 sweaters / jacket, 3 handbag / flower pots

Starting the lesson

Learning path

Presentation: Activity 1

Extra activity

Practice: Activity 2

M03_RS_TB4_5997_M03.indd 72

31/03/2021 14:34

2 Ending the lesson

Planning support Make sure pupils have plenty of

●

Have pupils add an RSVP section to the bottom of their invitation containing the following information: Name, Are you coming to my party? Then have them swap invitations with another pupil from a different group and answer the question using language from Lesson 5, before handing it back.

Grow

time to get a lot of ideas before they start to plan their invitation. Brainstorm objects and clothes that can be upcycled, rubbish, and materials with the class and write on the board. Pupils can use this list to choose from during Activity 3.

Activity Book page 17

TEACHER TIME TO SHINE: providing interaction with texts Pupils can use the sentences in Activity 2 as inspiration for ideas or as model sentences for their writing. Provide further opportunity for interacting with these texts by copying them onto pieces of paper and cutting them up at phrase level. Jumble the sentences and give to pairs or groups to re-order and create three logical texts.

Read and answer. True or false? Pupils read the invitation and decide if the sentences are true or false.

ANSWER KEY: 2 True, 3 False, 4 False

2 Give it a go

Plan an exhibition party invitation. Make notes. Pupils read the questions and answer using their own ideas.

FUTURE SKILLS: collaboration and communication Have pupils work collaboratively during the planning stage and help each other with ideas. In each group, nominate a chair. The chair reads out each point on the invitation, then the other pupils give an answer. The chair then notices if any pupils had the same or similar answers and chooses the most popular one. Each pupil then writes down the answer in their notebook.

3 Give it a go ●

●

Write your exhibition party invitation. Pupils complete the sentences using the information from the previous activities.

Check your work! Order the letters. Write. Pupils unscramble the words.

Plan your party with a friend.

Tell pupils they are going write an invitation for their own upcycling party. Put pupils in small groups and have them discuss their ideas for the party together, and complete each section with their ideas. Monitor and offer support and guidance as necessary.

4 ●

I can shine!

Write an invitation to an upcycling party together.

Have pupils write their invitations in their notebooks or on card, using their notes from the planning stage. Fast finishers can decorate their invitations. Invite pupils to read out their invitations to the class, or in groups with larger classes. Provide feedback on the pupils’ written work, making sure pupils have included all the necessary information in their invitation.

ANSWER KEY: jacket, rubber, sweater, glass, huge, little

Activity 2

Pupil’s Book audioscript

1 Boy I’ve got these paper plates and this huge rug! 2 Girl I’ve got some old clothes. Look at these ugly sweaters and this old jacket! 3 Boy I’ve got this old handbag and these plastic pots.

Assess

I can shine!

ACHIEVE Pupils write a simple invitation to a party.

ADJUST Pupils write a simple invitation to a party, with support.

EXCEED Pupils write a polite invitation to a party, using varied vocabulary and structures.

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 73

73 31/03/2021 14:34

Lesson 8 – Review

Pupil’s Book page 28

Objectives Lesson aim: to review the language from Unit 2 Revised language: bowl, plate, pot, shelf; glass, metal, plastic, wood; Whose is this / that? Whose are these / those? It’s / They’re his / hers / mine / yours.

• •

GSE Productive: Speaking: Can ask basic questions to find out who things belong to. Can say who objects belong to. Can make (decline and accept) a simple invitation, using fixed expressions.

•

Shine: Time to shine! Shine Encourage pupils to notice how they can work together with their classmates. Help them identify areas where they need support by inviting them to do all the activities in pairs. Point out that they can learn from each other during activities. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re reviewing what we’ve learnt in the unit.

• •

Materials Our World video; Flashcards; Audio

•

Starting the lesson

r things things and you Step 1

●

Review

Look and say the upcycled things.

This is a bowl. ●

●

Look again and follow the lines. Ask and answer.

Which things can you upcycle at home?

Whose is this?

We can upcycle old cups and plates.

This is his.

Yes, we can. We can upcycle…, too!

Invite your friend to an upcycling party.

iagn ose

Give pupils thirty seconds to look at the Big Picture on page 20 and remember as many details as they can. After thirty seconds, ask pupils to close their books and write sentences about the picture in pairs.

Step 1: Review

●

Watch and listen.

●

Would you like… ?

Look and say the upcycled things.

Ask pupils to look at the pictures and say the words they remember. Pupils then work in pairs to say the upcycled items (material + object).

Yes, please. I’d… . / No, sorry, I… .

ANSWER KEY: 1 glass bowl, 2 wood shelf, 3 metal pots, 4 plastic plates Unit review Unit objectives review

Unit project Designing an exhibition

M03_RS_PB4_5560_M03.indd 28

3/24/21 2:24 PM

●

Look again and follow the lines. Ask and answer.

Show pupils how to follow the lines to match the upcycled objects to the people and do the first question as an example. Invite two pupils to read the model dialogue.

Starting the lesson

Learning path

Review: Song

Review: Activity 1

Review: Activity 2

Review: Activity 3

M03_RS_TB4_5997_M03.indd 74

31/03/2021 14:34

2 ●

●

Ending the lesson ●

ANSWER KEY: 1 c, Whose is this? This is his. 2 a, Whose is this? This is mine. 3 b, Whose are these? These are yours. 4 d, Whose are these? These are hers.

Have pupils stand up. Call out a true or false statement about the video in Activity 5, e.g. You can’t recycle glass. If the sentence is true, pupils hop on their right leg. If it is false, they hop on their left leg. Pupils continue hopping until they hear the next statement!

Activity Book page 18

SUPPORT Before pupils do the activity, review mine / yours /

his / hers by pointing to objects in the classroom and drilling, then eliciting This is (hers). STRETCH Have pupils extend the activity by having similar conversations about objects in the classroom.

3 ●

●

● ●

●

2.23

Listen and circle. Then write. Listen again and check. Play the audio and have pupils circle the correct words. Pupils then complete the sentences. Play the audio again for them to check their answers.

ANSWER KEY: 1 his, 2 these / bowls / hers, 3 those / jackets / hers, 4 this / huge rug / mine

Think and write. Pupils complete the dialogue using the functional language.

ANSWER KEY: 2 please, 3 love to, 4 thanks, 5 I can’t

Extra time: Pupils read the definition and write the word. ANSWER KEY: a rug

Which things can you upcycle at home?

Elicit the target vocabulary from the unit and write it on the board. Then review other items that can be found in the home, such as furniture, e.g. lamp, table. Invite two pupils to read out the model dialogue. Put pupils in groups and give them time to think and discuss how the things can be upcycled. Get feedback from the class, inviting groups to share their ideas.

5 ●

Tell pupils to imagine that they’re having a party. Ask Can I come? Elicit the functional language from Lesson 5: Would you like to come to my party? Then elicit ways of responding and write them on the board. Encourage pupils to take turns in pairs to invite each other to a party and respond.

4 ●

Think and complete. Pupils identify and complete the words in the word snake.

ANSWER KEY: paper, glass, rug, handbag, plastic, sweater, plate, cup

Invite your friend to an upcycling party.

TEACHER TIME TO SHINE: scaffolding speaking During freer speaking activities, some pupils will find it difficult to express their ideas in English. Before they do the activity, write possible sentence frames on the board to help them structure their sentences. Useful language for this activity might be: I can upcycle my… . At home we can upcycle… . and phrases for agreeing and disagreeing, e.g. Yes, I agree. That’s a good idea. I don’t think we can upcycle… .

Shine

Pupils work alone to do the maze and find out which object belongs to each person. Pupils ask and answer questions in pairs about who the upcycled items belong to.

Watch and listen.

Tell pupils that they are going to watch the video again about recycling rubbish and using things again. Ask them which words about materials and recycling they think they will hear in the video. Play the video, pausing where appropriate to ask comprehension questions, e.g. What can you make from recycled glass? What can you make from recycled paper? What can you make from recycled metal? What can you make from recycled plastic? What do the children use to decorate their school? Do we recycle things in our school? What can we recycle?

Review: Activity 4

Our World video: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 75

75 31/03/2021 14:34

Lesson 9 – Project: Create a class exhibition Objectives Lesson aim: to make an exhibition about upcycled objects Revised language: I want to upcycle… I can… This is… mine / yours / his / hers.

• •

•

GSE Productive: Speaking: Can describe common everyday objects using simple language.

•

Pupil’s Book page 29

by providing functional language, Shine e.g. That’s a great idea! I’m going to do that, too. Can I use your idea, please? Point to the ‘Shine’ stepping stone and write the lesson objective on the board: We’re going to make an exhibition of our upcycled things.

Materials Colouring pencils, A3 or A4 paper or card (one per pair or group), A3 card / card file dividers / folders that open out (one per pupil, for the lapbooks), A4 paper (one per pupil), glue, scissors, upcycled objects (optional), a design for an upcycled object

•

Shine: Time to shine! Provide support for the collaborative stages of the project by using cooperative learning strategies where pupils take turns to share one idea. Encourage pupils to respond politely to each other’s ideas whenever possible

•

Grow

Wonder

Step 2

Imagine

Build

Grow

Shine Shine

Starting the lesson ●

Create

Look. Choose an old thing or things to upcycle.

Share your ideas about how you can upcycle your old things.

●

I can make a new pen pot from this old cup!

Design and talk about your upcycled things. This is my new pen pot.

●

Time to shine!

Create a class exhibition of your new things! Ask and answer.

This section focuses on personalisation, collaboration and creativity. In Activity 6 pupils start to think of ideas and review key vocabulary. In Activity 7 they work together to share ideas and plan the project, then they work individually to create their part of the display. Activity 8 fosters collaboration and communication skills as pupils collate their work to create a table or wall display, before presenting to the class in Time to Shine! Make sure that pupils understand the steps to success for the project. Give pupils clear step-by-step instructions: 1 2 3 4 5

Which upcycled things are useful to you? Tell your friend.

I like these pretty bowls. Whose are these?

These are mine!

6 ● ●

I can design and talk about upcycled things. OVERMATTER

Unit project Designing an exhibition M03_RS_PB4_5560_M03.indd 29

iagn ose

Step 2: Create ●

Give pupils a slip of paper. Tell them to write their thoughts about what they’ve done during the unit on the paper. They should write: one thing they found easy, one thing they enjoyed, one thing they need to practise more. Have pupils compare their answers with a friend.

Think of what things you can make. Discuss your ideas with your classmates. Say how you will make your upcycled object. Design and / or make your new object. Prepare answers for questions your classmates may have. Look. Choose an old thing or things to upcycle.

Focus on the picture and elicit what pupils can see. Give pupils one or two minutes to think about how they could upcycle the objects and to choose one, individually.

3/24/21 2:24 PM

Starting the lesson

Learning path

Project: Activity 6

Project: Activity 7

Project: Activity 8

M03_RS_TB4_5997_M03.indd 76

31/03/2021 14:34

2 7

●

Invite a pupil to read out the example and have pupils find the objects in the picture in Activity 6. Put pupils in pairs and have them share their ideas about how they can upcycle their chosen objects, using as much of the target vocabulary from the unit as possible. SUPPORT Write the sentence starter I can… on the board followed by verbs that can be used to upcycle objects, e.g. make, paint, cut, stick, draw, put. Then elicit examples of full sentences, e.g. I can paint flowers on the pot. STRETCH Encourage pupils to provide more details about how they will upcycle their chosen item.

8 ●

● ●

Design and talk about your upcycled things.

Refer pupils back to the unit theme: Let’s use it again! and the I wonder question on page 20: What can you do with old plastic boxes? Invite pupils to suggest different answers from the ones they gave in Lesson 1. Encourage them to think creatively to come up with additional ideas. Refer pupils to the Progress Chart on page 3 in the Pupil’s Book. Have them read the sentences for each skill and notice what they have achieved so far.

●

Activity Book page 19

Tell pupils they are going to draw a design of their upcycled object. Show an example that you have already made. Give pupils time to draw pictures of their designs. Put pupils in groups and invite them to describe their designs to their group.

PROJECT TIP If possible, have pupils actually make their upcycled projects using real objects and craft materials. Ask pupils to bring in old things that they no longer need and rubbish such as yoghurt and margarine pots, mayonnaise jars, etc.

●

sess

Make your lapbook. Find pictures or draw. Then write. Pupils choose one or more objects, find or draw pictures and write sentences about what they can upcycle in their gardens. They then paste the pictures and texts into their lapbook.

Extra activity

Play In grandmother’s chest. This is a good game for revising vocabulary. Draw or explain to the class that a chest is a large wood box for storing things in. Tell the class that your grandmother has a very large chest full of interesting things. Start off by saying: ‘In grandmother’s chest there is a plastic bowl …’. Elicit from the class what the next item in the chest is. Then say to the class, for example: ‘In grandmother’s chest there is a plastic bowl … and an upcycled handbag’. Children raise their hands to add in an item, but must name all the items that have been said before they add their own, so that there is an accumulation of objects.

Create a class exhibition of your new things! Ask and answer.

Pupils work together to create a class display of their designs or the upcycled things they have made. Invite two pupils to read out the examples on the page. Elicit that pupils should give their opinion about the projects and ask questions about who made them. Groups put their upcycled projects together and discuss each one. You could have each pupil give a short presentation about their project before having the group discuss them. SUPPORT Model the activity using the target vocabulary and structures from the unit. STRETCH Have pupils write a description of their upcycled object in their notebooks or on paper to add to the display.

10 ●

Think and write. Pupils think of words they know for each category and write in the graphic organiser. Some answers may fit in more than one category.

ANSWER KEY: Pupils’ own answers

Time to shine!

Shine

●

Ending the lesson

Share your ideas about how you can upcycle your old things.

Home-school link: Pupils can do this activity at home. They talk about things they can upcycle using target language from the unit.

Which upcycled things are useful to you? Tell your friend.

Time to shine!

Point to each picture on display and elicit what it is. Ask pupils to think about whether they would use each object. Give them time to look at all the designs and discuss their ideas in pairs. Write some functional language on the board for support, e.g. I don’t use this. / This is very useful. Tell pupils to bring in a special object for the next lesson.

Assess

ACHIEVE Pupils say the items they like, in full sentences, and ask about other items.

ADJUST Pupils say the items they like, with support.

EXCEED Pupils ask and answer about items and use additional descriptive language to describe the items.

Time to shine: Activity 9

Time to shine: Activity 10

Activity Book: Practice

Ending the lesson

Learning path

M03_RS_TB4_5997_M03.indd 77

77 31/03/2021 14:34

Review 1 – All about us

Pupil’s Book pages 30 and 31

Objectives Lesson aim: to review language from Units 1 and 2

•

Review

GSE Productive: Speaking: Can answer simple questions about things people have. Can ask basic questions to find out what possessions others have got. Productive: Writing: Can write short, simple messages relating to everyday matters. Receptive: Listening: Can identify objects, places or people from short descriptions. Receptive: Reading: Can understand short, simple descriptions of objects, people and animals if supported by pictures.

All about us

• • • •

•

●

iagn o

2.24

2 ●

●

4 ●

Read. Who is Emma?

Read again. True or false? 1

Emma’s got curly hair.

She hasn’t got big eyebrows.

She’s got freckles.

Emma thinks her bracelet is special.

Write about someone in your family and their special thing.

Review 1 Units 1 and 2 3/24/21 2:24 PM

Read. Who is Emma?

Give pupils ten seconds to look at the text and find out what kind of text it is (a description). Then read the question and have them check the text to find the answer. ANSWER KEY: Marco’s sister

5 ●

Look. Ask and answer.

Read again. True or false?

Have pupils read the sentences individually and find whether they are true or false in the text. Pupils say whether each sentence is true or false, in pairs. ANSWER KEY: 1 False, 2 False, 3 False, 4 True

6 ●

●

How can we use these things again?

Remind pupils of the global citizenship theme from Unit 2: reusing and upcycling things. Ask pupils why it’s important to use things again. You could play the video from page 20 again. Pupils discuss in groups how they can upcycle the items in the pictures.

●

How can we use these things again?

M03_RS_PB4_5560_M03.indd 30

●

Tell pupils that they are going to talk about the characters in the picture. Focus on the examples and elicit that we can use the first question and wordpool to describe the people and the second question and wordpool to talk about their things. Read out each question and drill with downward intonation. Pupils ask and answer questions about the picture in pairs, using the target language from Units 1 and 2. Monitor to make sure pupils are using the target language correctly.

3 ●

Listen. What do the children want to put inside the time capsule?

ANSWER KEY: a rubber boot flower pot

Whose is this / that?

Look at the Big Picture and have pupils say what they see. Encourage pupils to use vocabulary and structures from Units 1 and 2. Play the audio and have pupils point to the objects mentioned in the story as they listen. Read the question together and elicit the meaning of time capsule. Play the audio again and have pupils listen for the answer. SUPPORT Before listening, use the flashcards to review the target vocabulary. Then, tell pupils to listen out for the words time capsule and then pay extra attention to what the speakers say. STRETCH Ask pupils why they think the children choose to put the boot in the time capsule. Would they choose something different? Why?

necklace bowl boxes flower pot dolls

What does he / she look like?

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 remember from Units 1 and 2. While the other groups are waiting, allow them to look back through their books to help them remember more words.

1 ●

Listen. What do the children want to put inside the time capsule? Look. Ask and answer.

curly hair moustache blonde hair big eyebrows a big smile

Materials Audio; Flashcards; a special object (each pupil should bring in their own special object from home for Activity 8), Museum Trail Cards made previously in the Welcome unit

Starting the lesson

2.24

sess

Write about someone in your family and their special thing.

Tell pupils to choose someone in their family and think about what thing is special to them. Pupils plan a description of their chosen person using the model in Activity 4 to help them. They should describe what the person looks like and an object that is special to that person. Ask pupils to look back at the model text and make a note of any words and phrases they would like to use. Give pupils time to write their descriptions individually. Monitor and provide support and guidance as necessary. When pupils have finished, have them swap their work and give each other feedback.

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

M04_RS_TB4_5997_M04.indd 78

31/03/2021 15:36

M03_RS_PB4_556

Ending the lesson ●

Mini project Create a class exhibition. Find things in your school bag. Look. Ask and answer.

Have pupils work in small groups to write quiz questions about the unit using the Pupil’s Book. They can write questions about the pictures and the story, write gapped sentences for the grammar structures, anagrams of target vocabulary, etc. Groups swap their quizzes and do them.

Activity Book pages 20 and 21

Whose are those books?

Read and write. Pupils read and complete the email with the words in the wordpool.

Those are Sara’s books.

ANSWER KEY: 2 smile, 3 beard, 4 moustache, 5 special, 6 coin

Time to shine! 8

What you can see in the exhibitions? Complete your Museum Trail Card.

Trail Card

I can read, write and talk about describing people s. and upcycling thing

Museum

Who are we?

3/24/21 2:24 PM

ANSWER KEY: 2 Sorry, 3 please, 4 Would, 5 please, 6 Would, 7 thanks, 8 can’t

Let’s use it again!

I can ask and talk about what people look like and their things.

Now invite your friend to do these activities. Pupils ask and answer in pairs using the model dialogue as a guide.

Listen and write B (Bella), T (Tom), A (Alex) or S (Mr Smith). Then act out. Play the audio and have pupils match the people to the objects. In groups of four, pupils act out the scene with or without the audio.

I can ask people . to repeat something I can invite people to a party and reply to an invitation.

Review Review 11 M03_RS_PB4_5560_M03.indd 31

31 3/24/21 2:24 PM

7 ●

●

sess

Create a class exhibition. Find things in your school bag. Look. Ask and answer.

Tell pupils they are going to create an exhibition of their things as a class. In the previous lesson, invite pupils to bring a personal item of their choice to the lesson. Focus on the pictures and the model dialogue. Model the activity with an example item belonging to one of the pupils. Pupils discuss the objects they have brought in with their group and decide the best way to display them. Then have groups visit the other tables and look at what the other groups have brought in, asking questions as necessary.

Time to shine!

8 ●

●

2.25

Read and circle. Then listen and check. Pupils read the dialogue and circle the correct options. Play the audio to check their answers.

2.26

ANSWER KEY: B – book, S – pens, A – boots, T – jacket

Think of a special person. Write and circle. Ask and answer. Pupils complete the email about a person of their choice.

Time to shine!

Read and tick (✓). Tell your friend. Pupils tick the self-evaluation sentences that they can do. They then tell a friend.

Vote. Sing or act out. Ask pupils which song or chant they would like to sing again or which story they would like to act out.

Activity 1 Eva Zoe Sofia

What can you see in the exhibitions? Complete your Museum Trail Card.

Focus on the two posters and elicit that they show the exhibitions from Units 1 and 2. Pupils draw something from Units 1 and 2 that they would like to put in their time capsules on the front of their Museum Trail Cards. Read through the I can… statements with the class and ask pupils to tick or write the ones they think they have achieved in their Museum Trail Cards. Pupils can also write their favourite words, phrases and facts from each unit.

Hugo Zoe Eva Hugo Sofia Eva Hugo Zoe

Pupil’s Book audioscript

I love all your upcycled things, children! Yes! Look! Marco’s got a glass bowl and Sofia’s got a beautiful plastic necklace. I’ve got some pretty earrings and Hugo has got a boot! I like those upcycled dolls in the exhibition. They’re old paper cups. Look at that one! She’s got curly, blonde hair. Has she got freckles? No, she hasn’t. But she’s got a big smile. Yes, she has! Now, let’s put your upcycled things in the exhibition, too. And let’s put one of your upcycled things inside your time capsule. Oh, yes! But which one? I know! Let’s put the boot pot inside the time capsule! Yes, I agree! How exciting! I think that’s a great idea! It shows that we’re using things again.

Activity 5

Activity 7

Time to shine: Activity 8

Activity Book Practice

Ending the lesson

M04_RS_TB4_5997_M04.indd 79

79 31/03/2021 15:36

City of the future es

Key learning outcom

in Unit 3, the pupils will:

Wonder

Say where they like / don’t like going in a city

Imagine

Understand a story about working together

Build

Give and understand directions in a city

Grow

Write a message to a friend about their city

Shine

Create a map of a new city

80 M05_RS_TB4_5997_M05.indd 80

31/03/2021 15:15

Unit overview Target vocabulary Places in a city: art gallery, funfair, hotel, ice rink, market, restaurant, shopping centre stadium, swimming pool, theatre Activities: go on a ride, go shopping, go to a restaurant, visit an exhibition, watch a match, watch a show Adjectives: boring, clean, dirty, lovely

Functional language Excuse me, where’s the…? Turn right. Go straight. Turn left.

Recycling and building There is / isn’t… There are / aren’t…

Language stretch Oh, look!

Target structures I like / love / don’t like going to the… because it’s… He / She likes / loves / doesn’t like going to the… because it’s… What do you like doing? Do you like + verb + ing? Yes, I do. / No, I don’t.

Pronunciation /jU:/ (excuse) and /ɜ:/ (turn)

Values I learn to appreciate my city and the importance of greener cities.

Competency focus Develop initiative, imagination and creativity.

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39)

Development indicator:

Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. Can say what’s in a town (e.g. buildings, places) using basic words and phrases. (31)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can express very basic contrast using ‘but’, given a model. (34)

Identify simple cohesive devices and begin to use them to connect basic ideas in simple utterances or phrases.

Can ask for directions on how to get somewhere on foot or by public transport using simple language. (35)

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

Writing

Write simple sentences about the world around me.

Working towards: writing a short text of 4–6 sentences on common topics and at the highest level being able to write for a range of social and interpersonal purposes. Can use appropriate standard greetings and closings in simple informal personal messages (e.g. postcards or emails). (37)

Write short texts using simple language for social and interpersonal purposes.

81 M05_RS_TB4_5997_M05.indd 81

31/03/2021 15:15

Lesson 1 – Vocabulary

Pupil’s Book page 32 Wonder: sparking curiosity Wonder Encourage pupils to make inferences about the unit title. Use the poster to elicit ideas. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning about places in a city.

Objectives Lesson aim: to recognise and name places in the city Target language: art gallery, funfair, hotel, ice rink, market, restaurant, shopping centre, stadium, swimming pool, theatre Recycled language: There’s / There are / There isn’t / There aren’t; buses, cars, cinema, shops

•

• • •

•

GSE Receptive: Listening: Can identify objects, places or people from short descriptions. Productive: Speaking: Can say what’s in a town (e.g. buildings, places) using basic words and phrases.

• •

Materials Audio; Our World video; Flashcards

•

Starting the lesson: warm up and song

City of the future

●

Museum like going in a city. Talk about where I like and don’t don’t like doing in a city. Talk about activities I like and

city. Ask for and give directions in a

Big Picture: What can you see?

Write a message about a city visit.

●

Design and talk about a new city.

der…

●

Which is the biggest city in the world?

Play the Rise and Shine Welcome Song and have pupils sing along. Then practise with the karaoke version. Ask pupils to close their eyes for a few seconds and imagine a city in the future. They should then draw their city. They will use these ideas at the end of the lesson.

troduc

Look at the Big Picture and elicit known vocabulary for places in a town from Level 3: town square, sports centre, supermarket, shop, café, pharmacy, cinema, police station, bus stop, hospital. Ask pupils if their drawing looks like this city. Encourage them to notice what is similar and different.

I wonder ●

1 market 6 swimming pool

2 hotel 7 theatre

5 stadium 3 shopping centre 4 ice rink 8 restaurant 9 funfair 10 art gallery

Which places in the picture are in your city, too?

Lesson 1

1 2

What can you see?

Listen and find.

3.01

3.02

Listen and point. Then listen and repeat.

Watch and listen.

●

There aren’t any buses.

●

Vocabulary Places in a city

●

M04_RS_PB4_5560_M04.indd 32

Look and say.

shops cinema cars stadium pharmacy buses restaurant trees There are some shops in the shopping centre.

●

Have pupils look at the I wonder feature on page 32. Read aloud the question Which is the biggest city in the world? and clarify the meaning of biggest. Invite pupils to name cities that they think are big. Don’t confirm the answer yet. Pupils will find out the answer during Lesson 6.

3/24/21 2:46 PM

iagn ose

3.01

Listen and find.

Look at the Big Picture. Play the audio and have pupils point to the characters as they hear them speak. Ask a gist question Are there any cars in the future city? and elicit answers. (No, there aren’t.) Ask follow-up questions and play the audio again: Is there a shopping centre? Are there restaurants? SUPPORT Before listening, recycle There is / There are … . Write on the board and elicit ways of completing them. STRETCH Have pupils listen again and answer an inference question, e.g. Is the city the same as the children’s city? (It’s similar but not the same – in

Starting the lesson

Learning path

Big Picture

I wonder

Presentation: Activity 1

Presentation: Activity 2

Flashcards

M05_RS_TB4_5997_M05.indd 82

31/03/2021 15:15

3 this city there aren’t any cars.)

●

Listen and point. The listen and repeat.

Have pupils compare the ideas they had in Starting the lesson and discuss which places from the lesson are in their city of the future. Have pupils compare and discuss their thoughts.

Activity Book page 22 Le

t’

TEACHER TIME TO SHINE: drilling To make drilling new vocabulary more fun, have pupils start off by saying the words very quietly, as a whisper. Have them gradually increase the volume of the words until they are saying them loudly and confidently.

3 ●

●

s Revie

Think and match. Pupils classify the objects according to their material. Encourage pupils to think about whether each object can be made of more than one material.

ANSWER KEY: cup: plastic, paper; shelf: plastic, metal; box: plastic, metal, paper; plate: plastic, glass, paper; bowl: plastic, glass

Watch and listen.

Tell pupils that they are going to watch a video about green cities. Have them predict which places will be in the video. Play the video, pausing where appropriate to ask comprehension questions, e.g. Are there any cars? What makes a city green? What is green in Copenhagen? Is our town / city green?

FUTURE SKILLS: enquiry and imagination Introduce the global citizenship theme of sustainable cities. Write on the board: There are a lot of bicycles, but there aren’t any cars. What a clean city! Elicit the meaning of clean in this context (with no pollution). Ask pupils why bicycles are cleaner than cars. Pupils will explore this topic in more detail during the unit.

4 ●

●

Ending the lesson ●

Read and number. Pupils look at the picture, then read and number the words.

ANSWER KEY: 2 market, 3 swimming pool, 4 art gallery, 5 funfair, 6 shopping centre, 7 ice rink, 8 restaurant, 9 stadium, 10 theatre Look at Activity 1 and write. Pupils look at the map and complete the sentences with the places.

ANSWER KEY: 2 stadium / restaurant, 3 hotel / market, 4 art gallery / shopping centre, 5 ice rink / theatre Wonder helper: Pupils discuss their answers to the question in pairs.

Look and say.

Invite two pupils to read the model dialogue and have the class find the places in the picture. Then elicit further example sentences using the structure There is / are / isn’t / aren’t… . Pupils take turns to say sentences about the Big Picture. Monitor to make sure pupils are using the correct vocabulary and structures. SUPPORT Write There is / are / isn’t / aren’t on the board and elicit ways of completing them to make sure pupils understand when we use each verb form. STRETCH In pairs, have pupils take turns to say sentences about the picture from memory, with their books closed. WONDER HELPER Read Sofia’s question together, then have pupils write sentences about the places that are in their city using the structure There is / are… .

Extra time: Pupils say which places they often go to.

Activity 1

Pupil’s Book audioscript

Eva Sofia

Hi, children! Welcome to Future City! Wow! I can see a shopping centre. There’s an ice rink, too. Marco I like that stadium and the swimming pool! Zoe Oh, yes! There’s a theatre and a funfair, too. Hugo Future City is the same as our city. We have markets, hotels and restaurants in our city, too! Eva There’s one thing that’s different. Can you find it? Sofia Oh, yes! I can’t see any cars in Future City! Eva Well done, Sofia! You’re right. Marco There are bicycles, but there aren’t any cars. What a clean city! Zoe And look at that big cat! Future cats are very big!

Extra activity

Our World video: Activity 3

Practice: Activity 4

Wonder Helper

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 83

Wonder

2 ●

3.02

83 31/03/2021 15:15

Lesson 2 – Song and structures

Pupil’s Book page 33

Objectives Lesson aim: to say where I like going in the city Target language: I like / love / don’t like going to the (ice rink) because it’s (amazing / boring). Recycled language: amazing, exciting, scary Receptive language: boring

•

GSE Receptive: Listening: Can identify objects, places or people from short descriptions. Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way.

• •

Imagine

Wonder

Build

Grow

Shine

Song We like going to the city, Because it’s fun, fun, fun! We like going to the city, Come on, everyone!

Materials Audio; Flashcards

•

Starting the lesson ●

●

I like going to the ice rink, I love going to the stadium, too. I don’t like going to the market, Tell me! What about you?

Wonder: sparking curiosity Wonder Engage pupils with the Big Picture by having them look at it and say which places they usually visit. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning to talk about activities I like and don’t like doing in a city.

•

• • • •

I like going to the swimming pool, I love going to the theatre, too. I don’t like going to the funfair, Tell me! What about you?

●

Chorus I like going to the shopping centre, I love going to the restaurant, too. I don’t like going to the art gallery, Tell me! What about you?

●

I can shine!

3.03

3.05

Read and sing. Listen, find and point.

Make sentences about the picture.

Grammar I like / love going to the ice rink because it’s amazing.

I don’t like going to the market because it’s boring.

He / She likes / loves going to the stadium because it’s exciting.

He / She doesn’t like going to the funfair because it’s scary.

Where do you like going in your city? Why?

●

I like going to the art gallery because it’s interesting.

3.05

Listen, find and point.

Tell pupils they are going to hear the children in the picture saying which places they like and don’t like going to. Play the audio and have pupils point to the places in the picture.

For a quieter version, have pupils nod or shake their heads.

I can say where I like and don’t like going in a city.

33 ● 3/24/21 2:46 PM

●

iagn ose

Play the audio again and pause after each statement one of the characters makes and ask pupils if they agree. If pupils agree, they clap their hands. If they disagree, they stamp their feet.

Me too! I love going to the market, too!

M04_RS_PB4_5560_M04.indd 33

Extra activity

I don’t like going to the art gallery because it’s boring! I love going to the market because it’s exciting.

Song and structures I like / love / don’t like going to the (ice rink) because it’s (amazing / boring).

Read and sing.

Display the flashcards from Lesson 1 on the board. Ask Which places are in the song? Play the audio, then elicit which words they heard. Play the song again and have pupils point to the places in the picture as they listen. Play the song one more time and encourage pupils to sing along and do the actions. When pupils are confident, play the karaoke version.

Chorus

Lesson 2

3.03 3.04

Chorus

Put pupils in pairs and give them two minutes to make a list of fun activities. Have pairs join another pair and compare their lists to see if they have any similar activities.

Make sentences about the picture.

Present the Grammar box and drill the sentences. Elicit that we use because when we say why. Point out that pupils can use different verbs to express likes and dislikes, e.g. like / love / enjoy / hate and check comprehension of the adjectives. Elicit example sentences about the places in the picture. Pupils point to the places in their books.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Presentation: Grammar

M05_RS_TB4_5997_M05.indd 84

31/03/2021 15:15

3 ●

4 ●

●

Where do you like going in your city? Why?

Invite two pupils to read the model dialogue. Highlight that pupils should say which places they like and don’t like going to and give reasons why. Elicit and write up adjectives fun, exciting, amazing, interesting and scary. Point out that pupils should listen to what their partner says and respond. Look at the model again and elicit what we say when we feel the same as our friend (Me too! I like…, too!). Pupils have similar conversations in pairs. Monitor and make sure pupils are using the target language correctly and responding to their partner’s ideas. Make notes for group feedback at the end. Then lead a feedback session, eliciting examples from the class. SUPPORT Write ‘market / boring’ and ‘ice rink / amazing’ on the board. Elicit the full sentences from the Grammar box. Give pupils time to make similar notes and prepare what they want to say. STRETCH Have pupils pretend they are interviewing each other for a podcast about their city. They can record their conversations if equipment is available.

I can shine!

Assess

ACHIEVE Pupils talk about where they like and don’t like going in their city, and give reasons for their choices.

ADJUST Pupils talk about where they like and don’t like going in their city, with support.

EXCEED Pupils talk about where they like and don’t like going in their city, give reasons for their choices, and respond appropriately to their partner’s ideas.

Ending the lesson ●

●

Have pupils write two true sentences and one false sentence about where they like or don’t like going in their city. Put pupils in groups and ask each pupil to read out their sentences. The other pupils in the group decide which is the false sentence.

Activity Book page 23 3.06

Listen and number. Then match. Listen again and check. Play the audio. Pupils listen and number the pictures, then match the sentence parts. Play the audio again for them to check their answers.

ANSWER KEY: 3, 1, 4, 2 2 because it’s exciting., 3 because it’s cold., 4 because it’s scary.

Look and write. Then think and complete for you. Pupils look at the pictures and faces and complete the first two sentences. They then complete the remaining sentences with their own answers and the places in the pictures.

ANSWER KEY: 1 theatre 2 don’t like going to / market 3 going to the swimming pool / pupils’ own answers 4 going to the funfair / pupils’ own answers 5 like or don’t like going to the / pupils’ own answers

I can shine!

Ask your friend. Then write. Elicit the questions pupils will need, e.g. Do you like…? Why do you like…? Pupils ask each other questions, then complete the sentences with their partner’s answers.

Extra time: Pupils time themselves to see how long it takes them to write ten new words from the unit.

Activity 2 1 Eva Marco

Extra activity Have a class spelling bee! Ask pupils to close their books. Read out one of the places in a city vocabulary items from Lesson 1. Invite a volunteer to spell the word. Explain that pupils should say the word before they spell it, and after they have finished, e.g. stadium: s-t a-d-i-u-m: stadium. If a pupil makes a mistake, don’t correct them, but let another pupil have a go. Continue until all ten items in Lesson 1 have been spelled correctly. Invite as many pupils as possible to spell a word, rather than let the more confident pupils dominate the game.

2 Eva Sofia 3 Eva Marco 4 Eva Sofia

Pupil’s Book audioscript

Where do you like going, Marco? I like going to the stadium because it’s exciting! I don’t like going to the shopping centre because it’s boring. Where do you like going, Sofia? I like going to the ice rink because it’s amazing! I don’t like going to the swimming pool because it’s busy! Where does Zoe like going? She likes going to the market because it’s fun! She doesn’t like going to the theatre because it’s boring. Where does Hugo like going? He likes going to the art gallery because it’s interesting. He doesn’t like going to the funfair because it’s scary.

Extra activity

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 85

Wonder

In pairs, pupils take turns to make sentences about the picture using the target language. SUPPORT Have pupils write sentences in their notebooks using the examples in the table as a model. They then read their sentences to a partner. STRETCH Encourage pupils to use a variety of verbs and adjectives in their sentences.

85 31/03/2021 15:15

Lesson 3 – Story

Pupil’s Book pages 34 and 35 Imagine: fostering imagination Imagine Encourage pupils to be imaginative and creative in story lessons by having them consider alternative ways of solving the problem in the story (see Enquiry and Imagination, on next page). Point to the ‘Imagine’ stepping stone and write the learning objective on the board: We’re listening to and reading a story about an exhibition of a future city.

Objectives Lesson aim: to read and understand a story about an exhibition of a future city Target language: go on a ride, go shopping, go to a restaurant, visit an exhibition, watch a match, watch a show Recycled language: cycling, ride a bike Receptive language: work (v – function correctly), working (v)

•

• • • •

•

GSE Receptive: Reading: Can identify specific information in a simple story, if guided by questions. Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way. Productive: Speaking: Can act out parts of a picture story using simple actions and words.

• • •

Wonder

Museum

Lesson 3

Listen, point and say.

3.07

R&S_PB4_ AW_1.2a

What’s this, Eva? How does it work?

R&S_PB4_ AW_ Welcome.2b:

watch a show

You can make this exhibition work!

Shine

ANSWER KEY: visit an exhibition, watch a show, go shopping

No, I don’t. I like going to the market. It’s fun.

No, I don’t. I like going to the art gallery. It’s interesting.

●

You all ride the bikes and you make the exhibition work! Cycling keeps the city clean, too!

I love cycling in this museum. It’s fun! R&S_PB4_ AW_ Welcome.2d

•

Really? But how?

R&S_PB4_ AW_ Welcome.2c:

Grow

The exhibition is about their city in the future.

Look at these people at the stadium! Do you like going to the stadium, Hugo?

go to a restaurant

Build

Imagine Look! Those people like watching a show! Zoe likes going to the theatre.

The children visit a new exhibition at the museum.

Materials Flashcards; Audio; Story animation; Story cards; a picture / emoji of a happy face and a sad face

The children think about the problem.

I’ve got an idea! Let’s ride the bikes!

visit an exhibition

go shopping

We like cycling!

But how does it work, Eva? That’s a good idea, Marco!

watch a match

2 3

go on a ride

Oh, look! It’s working now!

Which activities from Activity 1 can you see in the story?

2 Zoe is the first child to ride a bike. 3 The exhibition shows people and places in Future City.

Wow! I can see the exhibition!

4 Hugo likes going to the stadium.

Vocabulary Things to do in a city 3/24/21 2:46 PM

Starting the lesson

● ●

●

3.07

Listen or watch. How do the children make the exhibition work?

Play the first part of the story animation or play the audio and look at frame 1. Read the question and explain the meaning of work in this context (function correctly). Elicit that the exhibition is ‘off’ and the children need to do something to turn it on. Play the rest of the story and have them find out what the children do. ANSWER KEY: They cycle (ride the bikes) to make the exhibition work.

Me too! I like watching a match, too. I can talk about activities that I like and don’t like doing in a city.

M04_RS_PB4_5560_M04.indd 35

3/24/21 2:46 PM

iagn ose

IMAGINE HELPER Read Hugo’s question together. Give pupils a few minutes to think about how the children feel. Elicit that when we work hard to make something happen, we often feel good about what we have done. This discussion helps foster a growth mindset.

Listen, point and say.

Ask pupils to look at the pictures of the activities and say which ones they can do in their town / city. Play the audio and have pupils point to the pictures as they listen. Play the audio again and have pupils repeat the words. SUPPORT Listen carefully for any pronunciation issues and drill problem areas with the class. STRETCH Ask pupils to tell a friend which activities they sometimes, always and never do. Use the flashcards to elicit the new vocabulary without prompting.

2 ●

I like watching a match but I don’t like going shopping.

Name places in the city and have pupils decide whether or not they like going to these places and stand up (like) or sit down (don’t like) according to their preferences.

1 ●

Imagine you’re at the exhibition. Talk about activities that you like and don’t like doing.

Story value Understanding the importance of working together.

M04_RS_PB4_5560_M04.indd 34

●

Read again and answer. True or false? 1 Eva makes this exhibition work.

Listen or watch. How do the children make the exhibition work?

3.08

I can shine!

How do you think we feel when we ride the bikes?

Hugo, Zoe and Sofia ride the bikes, too.

3.08

RECEPTIVE SKILLS TIP The second reading activity always has pupils read for detail. Tell pupils that they don’t always need to read the whole story again to find the answers. They should read the sentence and find the part of the story where this is mentioned. They just need to read that part again to find the answer.

Which activities from Activity 1 can you see in the story?

Tell pupils they are going to listen to a story about the future city exhibition the children are visiting. Give pupils one or two minutes to identify the activities in the story pictures.

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Extra activity

Pre-reading: Activity 2

Story: Activity 3

Story animation

M05_RS_TB4_5997_M05.indd 86

31/03/2021 15:15

3 4

●

Ending the lesson

Read again and answer. True or false?

Give pupils time to read the sentences and think about whether they are true or false, looking back at the story to check. You could also play the audio again for support with reading. Pupils compare their answers in pairs.

●

ANSWER KEY: 1 False, 2 False, 3 True, 4 False

FUTURE SKILLS: enquiry and imagination Ask pupils why Socks can’t help make the exhibition work. Then ask them what kind of machine might be suitable for a cat (e.g. a treadmill or a skateboard instead of a bike). Have pupils discuss their ideas in pairs.

Play the Picture card mime game to practise the target vocabulary for Lessons 1 and 3. (See pages 26 and 27.) Alternatively, with a confident class, you could put the class into groups of five, each pupil taking a character’s part, and have them act out the dialogue. Encourage pupils to improvise and substitute the places mentioned in the dialogue with other places from Lesson 1 (e.g. the ice rink, shopping centre, restaurant) and to ask questions, e.g. Look at those people at the ice rink. Do you like going to the ice rink, Daniele? If time allows, invite a group or two to perform their dialogues to the class.

Activity Book page 24

1 5 ●

●

Imagine you’re at the exhibition. Talk about the activities that you like and don’t like doing.

Read the instructions together. Elicit that pupils should use the target vocabulary in Activity 1 and the grammar structures from Lesson 2. Invite two pupils to read out the model dialogue. Then elicit similar sentences. Point out that pupils can respond to their partner by saying Me too! if they agree. Pupils have a conversation in pairs about the different things they like and don’t like doing in a city. Monitor and check pupils’ use of the target language.

Assess

I can shine!

Imagine

●

Read and circle. Then number. Pupils choose the correct verb in each collocation, then number in order.

ANSWER KEY: 2 visit, 3 go to, 4 go on a 2, b 1, c 4, d 3

Look and number. Pupils read the sentences from the story and number the pictures.

ANSWER KEY: 4, 1, 3, 2 Imagine helper: Pupils evaluate the story and tick how they feel about it.

I can shine!

ACHIEVE The pupils talk about activities they like and don’t like doing in a city, and agree with their partner.

ADJUST The pupils talk about some activities they like and don’t like doing in a city, with support.

What do you like doing? Tick (✓) or cross (✗). Then complete for you. Pupils tick or cross the activities, then complete the sentences with their own preferences. Have them write more than one sentence for like and don’t like.

Extra time: Pupils discuss their answers to the question with their partner.

EXCEED The pupils talk about activities they like and don’t like doing in a city, and respond appropriately to their partner’s ideas.

Story extension Have pupils imagine they are watching the exhibition in the story. In pairs, have them say what they are seeing using the vocabulary from Activity 1, e.g. Look! Those people are watching a match at the stadium!

Practice: Activity 4

Imagine Helper

I can shine: Activity 5

Story extension

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 87

87 31/03/2021 15:15

Lesson 4 – Structures

Pupil’s Book page 36 Build: building confidence Build Build confidence in English by having pupils identify language on the page they have already practised in this unit. Focus pupils on the form like + -ing which was taught in Level 3 and will be developed in this lesson. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to ask and answer about what we like and don’t like doing.

Objectives Lesson aim: to ask and answer about what you like doing Target language: What do you like doing? Do you like (watching a show)? Yes, I do. / No, I don’t. Recycled language: go on a ride, go shopping, watch a match, watch a show, visit an exhibition

•

• • •

•

GSE Receptive: Listening: Can understand people’s likes in informal conversations Productive: Speaking: Can ask someone about their likes and dislikes in a basic way.

• •

Materials Audio

•

Starting the lesson Lesson 4

3.09

●

Listen. What do they all like doing?

●

3.10

Listen and read. Then chant.

Look. Do you like doing these activities? Ask and answer.

Grammar builder What do you like doing?

I like… . watching a show?

Do you like

going shopping?

Yes, I do.

visiting an exhibition?

No, I don’t.

watching a match?

go shopping watch a show visit an exhibition take a photo have a picnic read a map

Do you like watching a show?

Yes, I do!

Structures What do you like doing? Do you like (watching a show)? Yes, I do. / No, I don’t.

M04_RS_PB4_5560_M04.indd 36

3.09

Listen. What do they all like doing?

Focus on the picture and elicit the places and activities pupils can see. Ask pupils to listen to find out what all the children like doing, then play the audio. Ask Does Hugo / Sofia / Marco / Zoe like watching a show? to elicit that not everyone likes watching a show, but they all like visiting an exhibition. (Zoe is the only one who doesn’t like watching a show.) SUPPORT Draw a table on the board with the children’s names and the activities mentioned in the audio. Play the audio in sections, elicit whether each child likes each activity and complete the table with ticks or crosses. STRETCH After listening, have pupils act out the scene as a role play in groups of five. ANSWER KEY: Visiting an exhibition at the Rise and Shine Museum.

Look. Ask and answer.

iagn ose

Review the story from Lesson 3 and present the target structures. Ask Does Hugo like going to the stadium? Does Zoe like going to the theatre? Have pupils respond physically by assigning actions to represent yes and no, e.g. stand up / sit down, wave your hands / keep your hands still.

1 ●

3/24/21 2:46 PM

RECEPTIVE SKILLS TIP Support pupils’ ability to identify key information in listening texts. Point out that it is important to read the rubric and questions carefully before we listen. Explain that the word all is important in this question, as they are talking about more Communication Asking for and giving directions. than one activity. They need to listen for the activity that all the children like doing.

Starting the lesson

Learning path

Practice: Activity 1

Presentation: Activity 2

Extra activity

M05_RS_TB4_5997_M05.indd 88

31/03/2021 15:15

3 2 ●

●

Activity Book page 25

Listen and read. Then chant.

Play the audio. Have pupils read the examples in the Grammar builder box. Play the audio again. Pause after each line for pupils to repeat the chant. Play the track again. Have half the class repeat the questions and the other half repeat the answers. Focus attention on the Grammar builder box and have pupils notice the two questions. Elicit that we can answer the first question with I like… and the second question with Yes, I do. or No, I don’t. Point out that pupils can build on their knowledge by using the activities they learnt in Lesson 3 to ask more questions. SUPPORT Drill the questions and answers with the class as many times as necessary, focusing on intonation. STRETCH Encourage pupils to think of additional questions and answers using known vocabulary for activities and write them down.

ANSWER KEY: 2 Do you / Yes, I do., 3 Do you like / No, I don’t., 4 Do you like going to / No, I don’t., 5 Do you like watching a match? Yes, I do. Build helper: Pupils complete the question, then ask and answer in pairs. You could also do this as a class mingle. Pupils can keep a tally of their classmates’ answers.

BUILD HELPER Read Marco’s question together. Write the questions from the Grammar builder box and the activities from the wordpool on the board. Pupils ask and answer questions in pairs.

3 ●

Look. Ask and answer.

Draw pupils’ attention to the four photos and elicit the activities. Then read the speech bubble text together. Pupils ask and answer questions about the photos to find out what activities their partner likes doing. Pupils ask and answer in pairs. SUPPORT Elicit further example sentences before pupils do the activity, making sure pupils are adding the -ing ending to the verbs. STRETCH Ask pupils to think of further examples of questions and answers using any language they know.

Have pupils draw a five-column table in their notebooks with a list of activities of their choice in the left-hand column. They then write the names of four friends across the top. Pupils stand up and ask and answer their friends’ questions, recording their answers with ticks and crosses. This could be done as a class mingle or with pupils working in groups.

Ending the lesson

●

Grammar extension

Grammar 3 Lesson on page 90 of the Pupil’s Book offers extended practice of the grammar introduced in Unit 3. Further teacher’s notes can be found in the teacher resources on the Pearson English Portal.

Extra activity

Tell pupils to pretend that you are an alien visitor from another planet. You may want to draw a picture of an alien on the board to help them visualise this. Say that you are visiting their town and you need some information. Ask pupils questions, e.g. What’s a stadium? Elicit the answer: It’s a place where you can watch a match / sport. Ask a follow-up question, e.g. What’s a match? before moving on to another city location. It’s important not to ask too many questions about a place, so as not to ask pupils to express ideas that are above their current level. Pupils can continue the game in pairs or continue as a class activity.

Activity 1 Zoe Sofia

Extra activity

●

Look and write. Pupils read and complete the questions and short answers.

Build

●

3.10

Marco Hugo Marco Zoe Marco Zoe Marco

Pupil’s Book audioscript

Oh, look at this picture! These children love their city, too! Oh, yes! There’s a little theatre. Those children like watching a show! I like watching a show, too! Me too! Do you like watching a show, Hugo? Yes, I do. What about you, Zoe? Do you like watching a show? No, I don’t! I don’t think shows are interesting! Oh. What do you like doing? I like visiting an exhibition! Oh, yes! We all love visiting an exhibition at the Rise and Shine Museum!

Have pupils choose their favourite activity from those studied in the unit. Then have them move around the classroom 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. Alternatively, hold a class vote.

Build Helper

Practice: Activity 3

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 89

89 31/03/2021 15:15

Lesson 5 – Communication

Pupil’s Book page 37 Build: building confidence Build Build confidence in communicative tasks by providing opportunities for pupils to practise the language before they attempt Activity 5. Write the example dialogue from the speech bubbles on the board, then gradually erase words. Have pupils practise it until they can say the dialogue from memory. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to ask for and give directions in a city.

Objectives Lesson aim: to ask for and give directions; to differentiate between the sounds ur /ɜː/ and u /juː/ Speaking function: asking for and giving directions. Functional language: Excuse me. Where’s the (art gallery)? go straight on, turn left, turn right Recycled language: next to, over there

•

• • • •

•

GSE Productive: Speaking: Can give simple directions using a map. Productive: Speaking: Can ask about the location of places in a town, using simple language. Productive: Speaking: Can say simple tongue-twisters and other types of playful language.

• • •

Wonder

Imagine

Grow

Build

Look. Where do you like going?

3.11

•

Shine

Lesson 5

Materials Audio; Communication cards

Starting the lesson ●

Listen and follow the directions. Where is the art gallery on the map?

●

3.12

●

Excuse me. Where’s the art gallery?

●

C Turn right at the restaurant. Go straight on. Then turn left at the hotel. The art gallery is next to the hotel.

●

3.13

I can shine!

Listen and say.

●

Ask your friend for directions.

●

Excuse me. Where’s the playground?

●

37 ●

M04_RS_PB4_5560_M04.indd 37

Look. Where do you like going?

3.11

Listen and follow the directions. Where is the art gallery on the map?

Focus on the picture and the first speech bubble. Elicit that he wants to go to the art gallery. Point to places A, B and C and ask Which place is the art gallery? Play the audio and have pupils listen and read the directions on the page. Pupils say which building the art gallery is in pairs before checking with the class.

I can ask for and give directions in a city. Communication Asking for and giving directions.

iagn ose

ANSWER KEY: B

Turn left and then turn right. Then go straight on.

Excuse me, excuse me, excuse me, Where’s the city square? Turn left, turn right, turn right, turn left, The square is over there!

Draw pupils’ attention to the map and elicit the places in the city. Ask pupils Where do you like going? and What do you like doing? (Put the questions on the board as a reminder.) Pupils ask and answer the questions in pairs.

Listen again and repeat.

Pronunciation

OK. Thank you!

Write the places from Lesson 1 in a column on the board and the activities from Lesson 3 in another column. Have pupils draw lines to match the places with the activities. Pupils ask and answer questions in pairs about the places and activities, e.g. Do you like (watching a match)? Do you like (going to the theatre)?

3/24/21 2:47 PM

3.12

Listen again and repeat.

Play the audio. Pause after each phrase for pupils to repeat. Encourage pupils to copy the speakers’ intonation. Point to the phrases in blue and elicit that we can use them to ask for and give directions when we don’t know where a place is (e.g. when we are in a new city).

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Activity 2

Practice: Activity 3

Speaking support

M05_RS_TB4_5997_M05.indd 90

31/03/2021 15:16

3 ●

4 ●

●

3.13

Pronunciation Listen and say.

Ask pupils what the woman said before she asked for directions (Excuse me). Explain that we say this when we want to stop somebody in the street and get their attention. Play the audio, pausing after each sentence for pupils to repeat. Play the whole track and pupils repeat the rhyme. Try to elicit more words with each sound, e.g. work, skirt; you, zoo. Pupils practise saying the rhyme in pairs without the audio. TEACHER TIME TO SHINE: including movement Movement can aid concentration and memory. With pronunciation activities, stick a word containing either of the key sounds on each wall. Have pupils stand up in the middle of the room. Call out a word and have pupils run or point to the correct wall.

Ask your friend for directions.

With communication cards: ●

●

Print the communication cards off before the lesson. Invite two pupils to read out the model dialogue. Put pupils in pairs (Pupils A and B). Tell pupils they are going to ask for and give directions to places on a map. Pairs look the map on their communication card. They ask for directions to the places given in their wordpool. Pupil A asks for directions first, listening and labelling where the places are on their map. Then pupils swap.

Without communication cards: ●

Pupils choose a place within their school (e.g. the playground, the football pitch) and ask their friend for directions. They then give directions to the place their friend asks about.

Ending the lesson ●

Play a TPR game with directions. Have pupils stand up. Call out directions, e.g. turn left and have pupils do it. For go straight on pupils walk on the spot. From time to time, call out negative instructions using Don’t… . When the direction is negative, pupils must stay still or be eliminated from the game.

Build

Pupils practise reading out the dialogue in pairs. SUPPORT Mime the meaning of each phrase e.g. pointing ahead of you for straight on. Encourage pupils to copy the actions. STRETCH Pupils read and act out a similar dialogue in pairs, starting from the end point (the art gallery). They direct their friend to another place on the map.

Activity Book page 25

3.14

Look, think and write. Then listen and check Pupils read and complete the mini-dialogues using the pictures of the signposts. Play the audio for them to check their answers. Then invite pupils to act out the dialogues in pairs.

ANSWER KEY: 2 Excuse me / straight on, 3 Excuse me, where’s / Turn left

I can shine!

Draw five places on the map. Then imagine you are at X. Ask and answer. Pupils choose places and write on the map. Pupils then ask for and give directions for how to get to different places on their maps.

Pronunciation: Say excuse. Which words have the same ‘u’ sound? Pupils say the word excuse and notice the vowel sound. They circle the words with the same sound. ANSWER KEY: huge, cute

Activity 2 Man Woman Man:

Pupil’s Book audioscript

Excuse me. Where’s the art gallery? Turn right at the restaurant. Go straight on. Then turn left at the hotel. The art gallery is next to the hotel. OK. Thank you!

Assess

I can shine!

ACHIEVE Pupils ask for directions politely, and give directions to places in a city.

ADJUST Pupils ask for and give directions to places in a city, with support.

EXCEED Pupils ask for directions politely, and give clear step-by-step directions to places in a city, with some improvisation.

Practice: Activity 4

Pronunciation practice

I can shine: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 91

91 31/03/2021 15:16

Lesson 6 – Global citizenship

Pupil’s Book page 38 Grow Grow: Nurturing growth in society Promote global citizenship by encouraging pupils to develop a sense of responsibility for the use of local resources and awareness of how they can contribute to making their city or area greener through individual and community action. Have pupils explore the different ideas in the text and think about which ones they could do at home, at school and in the wider community. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re learning how cities can be green.

Objectives Lesson aim: to explore green cities around the world Cross-curricular connection: Science Global citizenship theme: Sustainable cities Target language: boring, clean, dirty, lovely Recycled language: market, nature, stadium, trees; interesting Receptive language: lights, nature trail, tower, plant (v)

•

• • • • • •

• •

Materials Audio

•

al Citiz e ob

•

OptA Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Starting the lesson

al Citiz ob

OptB

●

I appreciate my city.

Let’s be friends I share toys!

Lesson 6

Lorem ipsum

Look at the photos. Is your city the same or diﬀerent?

I play with friends!

I try different food!

I appreciate special clothes

Listen, read and match.

3.15

●

Rio de Janeiro Milan

Let’s be friends

I share toys!

I celebrate all families!

al Citiz e ob

I play with friends!

I try different food!

I appreciate special clothes

al Citiz e ob

THINGS TO DO | EVENTS | DEALS | GUIDES AND MAPS | RESTAURANTS

● n

2 Gl

1 OptD Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

●

I appreciate special clothes

Green city fun!

I like watching a football match. I love going to the Morro da Mineira stadium! It’s a very clever stadium. When the football players run, the stadium lights work. I can play football there, too! It’s a lot of fun! David, Rio de Janeiro, Brazil My friends and I enjoy planting trees in our big city. Some of the places in our city look boring. We plant trees and then those places look lovely! We love trees! They’re beautiful! Peter, London, UK

Which city do you want to visit? Why?

In my city, there are some amazing upcycling markets. I enjoy going shopping with my friends at these markets. We like using things again. Idris, Port-au-Prince, Haiti

trees

stadium

market

2 Peter likes planting… in his city. 3 Idris likes going to the upcycling… . 4 Maria likes doing… trails.

3.16

Listen. Is Aiko’s city clean?

3.17

Listen again and choose.

Listen, read and match.

Read the title of the article together and elicit ideas about what a green city is (a city that is good for the environment). Tell pupils they are going to read about how different cities are green. Ask pupils if they know in which countries the two cities in the wordpool are. Play the audio. Pupils read the text as they listen, then match the cities to the pictures.

1 Aiko sees interesting / boring things when she cycles.

●

2 The Tokyo Skytree is a tree / tower. 3 Aiko’s favourite season is spring / summer. 4 There are farms on / under the city towers.

●

Global Citizenship An article about green city fun

●

M04_RS_PB4_5560_M04.indd 38

3.15

ANSWER KEY: 1 Milan, 2 Rio de Janeiro

1 David likes watching a match at the Morro da Mineira… .

●

I love doing a nature trail! And there’s nature in my city, too. My aunt lives in the Bosco Verticale. These city towers have got trees and plants on them. They keep our city clean, too. Maria, Milan, Italy

Read again. Complete the sentences. nature

●

I don’t like travelling by car in the city. Cars make our city dirty. I like cycling with my friends. Bikes keep our city clean. Aiko, Tokyo, Japan

4 3

●

Look at the photos. Is your city the same or diﬀerent?

Ask pupils to look at the two photos and say what places they think they are. Ask pupils if their city has places like these. Give pupils one or two minutes to discuss their ideas in pairs, before sharing with the class.

We love having fun in our cities! There are always a lot of exciting things to do. Read about some children from around the world talking about what they like doing in their home cities. Which activity do you like best? What do you like doing in your city?

iagn ose

Give small groups a piece of paper and tell them to write My city in the middle. Give groups three minutes to write down any words or phrases they like about their city.

OptC

3/24/21 2:47 PM

Read again. Complete the sentences.

Focus on the wordpool and check comprehension of the words. Pupils read and complete the sentences with the words in the box. Check answers with the class. Then ask pupils which city they would most like to visit and why. Writing A message Give pupils a few seconds to locate the words in about a city visit bold italics in the article. Elicit that the words are adjectives and we use them to describe places. Use L1 or draw pictures to show the meaning. Ask questions to check understanding, e.g. Is our city clean or dirty? What places are lovely? Which activities are boring?

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

M05_RS_TB4_5997_M05.indd 92

31/03/2021 15:16

3 SUPPORT Have pupils read and say the words before or after the gaps in each sentence and scan the article for these words. They then read the sentence in the article to find the missing word. STRETCH Have pupils do the activity without reading the article again. They can then check their answers by looking back at the article.

ANSWER KEY: 1 stadium, 2 trees, 3 market, 4 nature

RECEPTIVE SKILLS TIP Have pupils read Aiko’s paragraph again before listening and imagine what Tokyo looks like. This will provide some context and will also give them a reason for listening as they check their ideas.

4 ●

● ●

Ending the lesson ●

Play the Picture card mime game to practise the target vocabulary. (See pages 26–27.)

Activity Book page 26

Listen. Is Aiko’s city clean?

3.16

Tell pupils that they are going to listen to Aiko talking about her city. Play the audio and have pupils listen for the answer. Remind pupils about the I wonder question in Lesson 1, and elicit the answer (Tokyo).

●

Read and match. Pupils read and match the sentences to the photos.

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

ANSWER KEY: Yes, it is.

Grow

FUTURE SKILLS: critical and reflective thinking Draw pupils’ attention back to the I wonder question on page 32 and have them see if they can answer it now. You could ask pupils to do some research and find out more about Tokyo, and compare and contrast it with their own town or city.

3.18

Listen and number. Then write. Listen again and check. Pupils listen and number the pictures in order. They then complete the sentences with the words from the wordpool.

ANSWER KEY: 1, 3, 2, 4. b clean c lovely, d dirty Listen again and choose.

3.17

Have pupils read the sentences and check comprehension of any new words, e.g. tower. Play the audio and have pupils say the correct options to a partner. ANSWER KEY: 1 interesting, 2 tower, 3 spring, 4 on

GROW HELPER Read Eva’s question together and have pupils discuss in pairs which city they would like to visit: Rio de Janeiro, Milan or Tokyo. Encourage them to give reasons for their choices.

Background information (Culture and CLIL) In this lesson, pupils explore a variety of features of sustainable cities. Ask pupils why it’s important to make our city greener and more sustainable. Then have pupils think about how the ideas in the article contribute to a greener city. Help pupils make decisions about what they can do on a personal level, e.g. ride a bike to school; at a school or community level, e.g. plant trees; and at a local or national level, e.g. ask an MP to make the city car-free.

Write about your town or city. Pupils complete the sentences about the place where they live. They can choose any person they like for the third person sentences.

Grow helper: Pupils discuss the question in pairs and try to come up with several ideas. Extra time: Pupils discuss the question with a partner.

Activity 4

Pupil’s Book audioscript

Aiko Hi, my name is Aiko and I live in Tokyo in Japan. A lot of people live here. It’s a huge city. It’s the biggest city in the world. But it’s a clean city, too! I love riding a bike in my city! I always see a lot of interesting things when I cycle. I like going to the Tokyo Skytree. It isn’t a tree. It’s a huge tower. I like going to the top of the tower. The city looks amazing! There are a lot of parks and trees on the streets in Tokyo. My favourite time of the year is spring. There are always lovely flowers on the trees. My city has got some farms, too. These farms are on the city towers. They grow food for people in our city. My friend Dan is visiting next weekend. I want to show him my city!

Practice: Activity 4

Practice: Activity 5

Grow Helper

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 93

93 31/03/2021 15:16

Lesson 7 – Writing

Pupil’s Book page 39

Objectives Lesson aim: to write a message about a city visit Text type: a message Recycled language: going on a ride, going to a shopping centre, visiting an exhibition, watching a show; boring, busy, exciting, fun, interesting, scary

•

GSE Receptive: Reading: Can understand key information about a time and place in short, simple messages from family or friends. Productive: Writing: Can write short, simple personal messages giving information of immediate relevance, given prompts or a model.

• •

Wonder

Imagine

Build

Materials Audio; A4 paper (one sheet per pupil)

•

Shine

Grow

Grow: Nurturing growth in society Grow Nurture growth by having pupils think about the text type used. Ask them when people might send each other messages and why. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re learning to write a message about a city visit.

•

• • •

Starting the lesson ●

Lesson 7

3.19

60%

Listen and read. What does Aiko like watching?

Hi Dan, I can’t wait to see you next weekend! What do you like doing? Do you like watching a show? I love watching a show because it’s exciting! But I don’t enjoy watching a match because it’s boring! What about you?

●

3.19

From, Aiko

●

Our writing workshop 2

3.20

Ideas generator Listen, read and complete.

●

Give it a go Plan your message with a friend.

●

What don’t you like doing in your city? Why? 3 I love going… because it’s… !

●

I can shine!

4 4 I don’t like going on… because it’s… !

●

Imagine that your friend is visiting your city next weekend. Write a message together.

I can write a message about a city visit. Writing A message about a city visit M04_RS_PB4_5560_M04.indd 39

What do you like doing in your city? Why?

2 I don’t like going to… because it’s… !

Listen and read. What does Aiko like watching?

ANSWER KEY: A show.

Where do you live? What do you like about it? What don’t you like about it?

1 I like visiting… because it’s… !

iagn ose

Write anagrams of some of the target vocabulary from Lessons 1 and 3 and the adjectives from Lesson 6 on the board. Give pairs two minutes to unscramble as many as they can. Ask pupils what they remember about making a city ‘green’ and elicit ideas.

See you next weekend!

3.20

Ideas generator Listen, read and complete.

Ask pupils to read the sentences in pairs and suggest ways of completing them. Play the audio and have pupils complete the sentences. Check answers with the class. Ask pupils if they agree or disagree with the sentences. If they agree, they stand up, if the disagree, they remain seated. ANSWER KEY: 1 an exhibition / interesting, 2 a shopping centre / busy, 3 shopping / fun, 4 a ride / scary

39 3/24/21 2:47 PM

Starting the lesson

Learning path

Presentation: Activity 1

Extra activity

Practice: Activity 2

M05_RS_TB4_5997_M05.indd 94

31/03/2021 15:16

3 3 Give it a go ●

Planning support Show pupils how they can make notes to plan their writing by writing words and short phrases. Have pupils read each question in turn and make brief notes of their answers. Pupils can then use these notes as the basis for their text messages in Activity 4.

●

ACHIEVE Pupils write a simple message to a friend about a city visit. ADJUST Pupils write a simple message to a friend about a city visit, when a model is provided.

EXCEED Pupils write a message to a friend about a city visit, using a variety of vocabulary and structures.

Ending the lesson ●

FUTURE SKILLS: collaboration and communication Have pupils interview a partner using the questions in Activity 3. They can make a note of their partner’s answers, then swap notes for the writing stage.

Assess

I can shine!

Take in pupils’ messages and write up the activities they mentioned. Tell pupils to imagine that their class is going to visit another city. They receive a text message from a pupil suggesting these activities. Hold a vote to find out which three activities are the most popular.

Activity Book page 27

Imagine that your friend is visiting your city next weekend. Write a message together.

Read and circle. Pupils read the email and choose the correct option in each sentence.

ANSWER KEY: 2 doesn’t like 3 likes 4 like

Pupils write a message to their friend in their notebooks using the notes they made in Activity 3. Remind pupils to open their messages with a greeting and I can’t wait to see you next weekend! and to end with See you next weekend! They can also add questions for their friend. Invite pupils to swap notebooks and give each other feedback on their work, giving praise and checking punctuation, including the use of exclamation marks. Provide feedback on the pupils’ written work, giving praise and focusing on the target vocabulary and punctuation. SUPPORT Have pupils use the model in Activity 1 as a guide for their writing, changing the details, but following the same structure as the model. STRETCH Have pupils add one or two questions for their friend to their text messages.

2 Give it a go

Where do you like going? Complete for you. Then ask and answer. Pupils complete the table with their own ideas, then ask and answer in pairs.

I can shine!

Write your email. Use Activities 1 and 2 to help you. Pupils complete the email using the information from the previous activities. Check your work: Pupils read their work again and check their punctuation.

Activity 2 1 Boy 1

Extra activity

Have pupils write collaborative text messages in groups of four. Give each pupil a piece of paper. Tell them to write the opening and first sentence of a text message. They then fold over the top of the paper and pass to the pupil on their left. They write the next line of a text message on the piece of paper they have received. Repeat the process as required. The last pupil writes the end of the message. Pupils open their funny messages up and read to the class.

2 Girl 1 3 Boy 2 4 Girl 2

Pupil’s Book audioscript

I like visiting an exhibition because it’s interesting! I don’t like going to a shopping centre because it’s busy! I love going shopping because it’s fun! I don’t like going on a ride because it’s scary!

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 95

Grow

●

Plan your message with a friend.

Tell pupils that a friend is coming to visit their city next weekend and they are planning what to do. Read the questions together and have pupils answer them about the model message in Activity 1. Put pupils in pairs and have them discuss their own answers to the questions. Monitor and offer support and guidance as necessary. SUPPORT Use the model text in Activity 1. For each question, have pupils identify the sentence that answers it in the text and write in note form on the board (see Planning Support tip below). STRETCH Have pupils discuss their ideas for each question in pairs and help each other generate ideas and plan their messages.

95 31/03/2021 15:16

Lesson 8 – Review

Pupil’s Book page 40

Objectives Lesson aim: to review the language from Unit 3 Revised language: art gallery, funfair, restaurant, theatre; go on a ride; exciting; Excuse me. Where’s the…? Turn left / right, Go straight on.

• •

GSE Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way. Can say what’s in a town (e.g. buildings, places) using basic words and phrases. Can ask for directions on how to get somewhere on foot or by public transport using simple language.

•

Shine: Time to shine! Shine Encourage pupils to develop autonomy and take responsibility for their own learning. Have them notice any questions or activities they find difficult and go back and review these areas before attempting them again. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re reviewing what we’ve learnt in the unit.

•

Materials Our World video; Flashcards; Audio

•

Starting the lesson

Our new city Step 1

●

Look and say. Can you name more places?

●

There’s a theatre! ●

Look again. Ask and answer. Do you like going on a ride?

Yes, I do! I love going on a ride because it’s exciting!

●

Ask for directions to a place in your city or town. Excuse me. Where’s the… ?

Turn left / right. Go… .

●

We can ride our bikes to school.

●

We can plant trees. ●

Play Twenty questions with the places vocabulary. (See pages 26–27.)

The Review consolidates the target language of the unit from the I Can Shine checkpoints and helps prepare pupils for the unit project. Vocabulary from the Wonder spread is reviewed through speaking in Activity 1. Activity 2 helps review and personalise the story value and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and functional language of the Build spread. The question in Activity 4 and the video in Activity 5 encourage pupils to further explore the global citizenship theme. Ahead of the pupils completing the activities, reviewing the song from lesson 2 can help them recall vocabulary and language learnt earlier in the unit.

How can we keep our cities clean?

iagn ose

Step 1: Review

Review ●

Watch and listen.

Unit review Unit objectives review

M04_RS_PB4_5560_M04.indd 40

Look and say. Can you name more places?

Review the target structure There’s… using the speech bubble. Ask pupils to look at the pictures and say what places there are in pairs. Have pupils remember as many other places as they can. SUPPORT Allow pupils to look back at the vocabulary and words on page 32 as needed during the activity. one minute, STRETCH Give pupils a time limit, e.g.Unit project Designing a new city to say as many places as they can.

3/24/21 2:47 PM

ANSWER KEY: funfair, restaurant, art gallery, theatre. Extra places: e.g. market, stadium, swimming pool, shopping centre, hotel, ice rink

Starting the lesson

Learning path

Review: Song

Review: Activity 1

Review: Activity 2

Review: Activity 3

M05_RS_TB4_5997_M05.indd 96

31/03/2021 15:16

3 2 ●

3 ●

●

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

Activity Book page 28

Ask for directions to a place in your city or town.

How can we keep our cities clean?

3.21

Listen and draw. Then write. Play the audio and have pupils draw a happy or sad face in the emoji depending on whether or not each person likes the activity. Then have pupils complete the sentences and give short answers where required.

ANSWER KEY: Fred: watching a show – , going shopping – , watching a match – . Alison: going on a ride – , going to a restaurant – , visiting an exhibition – . 2 doesn’t like / shopping, 3 like / match, 4 likes, on a ride, 5 doesn’t like going to a restaurant, 6 doesn’t like visiting an exhibition

Watch and listen.

Ask pupils what they remember about the video from Lesson 1. Then play the video again and encourage pupils to notice any new ideas / things. Discuss any new things pupils have noticed with the class and encourage them to draw conclusions about how the cities in the video are clean. TEACHER TIME TO SHINE: scaffolding speaking Provide a clear model for pupils before asking them to do a speaking task. After inviting pupils to read the model dialogue, provide a further model yourself. If you think it will help, write the model on the board and underline the words that pupils should use when they do the activity. Use different colours to highlight interchangeable language to make the model clearer.

Think and write. Pupils read the example sentences and write the missing words.

ANSWER KEY: 2 hotel, 3 match / stadium, 4 centre, 5 gallery, 6 pool, 7 rink

Ask pupils if they think their city is clean and elicit ideas about how it is or isn’t clean. Put pupils in groups and give them time to think and discuss what they can do to make their city cleaner. Encourage one pupil in each group to make notes. Get feedback from the class, inviting groups to share their ideas. SUPPORT Give pupils time to look back through the unit for any language they need and to write down their ideas before discussing. STRETCH Have pupils make a poster containing a plan of action for things they can do to make their school and city cleaner, e.g. We can… plant trees in our school garden.

5 ●

●

Choose a place near your school or that pupils know. Ask pupils what other places are nearby. Say I’m at the (school). Excuse me. Where’s the (cinema)? and have pupils try to give you directions. Put pupils in pairs and have them ask for and give directions to different places they know nearby.

4 ●

Ending the lesson

Shine

●

Look again. Ask and answer. Invite two pupils to read out the model dialogue. Pupils ask and answer questions about the activities they like and don’t like doing in pairs. SUPPORT Before pupils do the activity, drill the model question and short answers using different flashcards. STRETCH Have pupils make up similar conversations about other activities they know in English.

Look, ask and answer. Pupils use the information in the table to ask for and give directions. Make sure pupils know what each icon refers to. Point out that the last icon in each row shows a place which is next to the place pupils are asking directions to.

ANSWER KEY: 2 Turn left. Then go straight on. The swimming pool is next to the art gallery. 3 Go straight on. Turn left. Then turn right. The hotel is next to the funfair.

Extra time: Pupils unscramble the words. ANSWER KEY: lovely, theatre, restaurant, exhibition

Extra activity

Have pupils look at the Big Picture on page 32 and see how the future city is green.

Review: Activity 4

Our World video: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 97

97 31/03/2021 15:16

Lesson 9 – Project: Design a new city Objectives Lesson aim: to design a new city Revised language: places in a city; adjectives; activities in a city; Excuse me. Where’s the (art gallery)? Go straight on, turn left, turn right

• • •

Step 2

Imagine

Build

Grow

Shine: Time to shine! Shine Provide support for the individual and shared stages of the project by giving pupils plenty of time to think about and choose ideas for their design before having them collaborate. Pupils who are well prepared will be more confident in sharing their ideas with classmates. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re going to design a new city.

• •

GSE Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way. Can say what’s in a town (e.g. buildings, places) using basic words and phrases.

Wonder

Pupil’s Book page 41

•

Shine Shine

Starting the lesson ●

Create

Which places do you want in your new city? Write a list.

Choose six places for your new city.

Create your new city map.

●

Let’s put a stadium, too!

●

Time to shine! Present your new city to the class.

This is our new city! There’s a stadium. We like watching a match because it’s fun!

Which new city would you like to live in? Why? Tell your friend.

6 ●

I can design and talk about a new city.

Unit project Designing a new city M04_RS_PB4_5560_M04.indd 41

This section focuses on personalisation, collaboration and creativity. In Activity 6 pupils start to think of ideas and review key vocabulary. In Activity 7 they work together to share ideas and plan the project, then they work individually to create their part of the display. Activity 8 fosters collaboration and communication skills as pupils collate their work to create a table or wall display before presenting to the class. In Activity 10 pupils use their work in a communicative task. Make sure that pupils understand the steps to success for the project. Give pupils clear step-by-step instructions: 1 2 3 4 5

Swap maps. Ask for and give directions. Excuse me. Where’s the… ?

iagn ose

Review places in the city with a drawing game. Invite a pupil to the front and show them a place flashcard. The pupil draws a picture to represent the place and the other pupils guess.

Step 2: Create

Let’s put a market in our new city.

●

Choose six places. Share your ideas with your friends. Draw a map together. Write labels to show the places. Present your map to the class. Which places do you want in your new city? Write a list.

Tell pupils they are going to plan a new city. They have to choose which places they want in their city. Encourage pupils to make their city as clean / green as possible. Give pupils two or three minutes to think about and list the places they choose, individually.

3/24/21 2:47 PM

Starting the lesson

Learning path

Project: Activity 6

Project: Activity 7

Project: Activity 8

M05_RS_TB4_5997_M05.indd 98

31/03/2021 15:16

3 7 ●

Tell pupils that now they are going to plan their city in groups. Invite two pupils to read out the model. Elicit that we use Let’s… to make suggestions together. Point out that pupils have to choose only six places as a group. If they have more, they will need to discuss the benefits of each one and decide together. Put pupils in groups and have them discuss and choose six places together. SUPPORT Write Let’s put a… in our new city. and I like… because it’s… on the board as sentence frames to scaffold the discussions. STRETCH Encourage pupils to use target structures from the unit to justify why they want to include various places.

8 ●

●

PROJECT TIP Encourage pupils to think about the scale of the buildings on their maps, for example, a park might be much bigger than a theatre. Have pupils try to draw the buildings, spaces and roads to scale on A3 paper.

Time to shine!

9 ●

●

sess

Present your new city to the class.

Tell pupils they are going to share their maps with the class. Invite a pupil to read out the model. Pupils should tell the class about the places on their maps and say why they like going to them. Give groups time to decide who is going to talk about each part of the map. Encourage all group members to take part in the presentation. Each group presents their city maps to the class. Encourage other groups to ask questions at the end of each presentation and ask pupils to answer the questions if they can, e.g. Is there / Are there any… in your city?. SUPPORT Write model sentences or sentence frames on the board for pupils to refer to. Have groups rehearse their presentation several times before presenting to the class. STRETCH Have pupils include further details about the places on their map, e.g. what you can do in each place, when it is open, where it is near.

Which new city would you like to live in? Why? Tell your friend.

Display the maps on the walls. Pupils go around and look at the maps again. In pairs, pupils tell each other which cities they would like to live in, giving reasons for their choices.

●

Create your new city map.

Tell pupils they are going to draw maps of their new city and have them look at the model. Give groups time to draw their maps and label the places. Encourage pupils to decide who is going to work on which aspect of the map. Pupils who don’t like drawing can write the labels or colour in the map.

Swap maps. Ask for and give directions.

Ask a question using the speech bubble and elicit directions from the class. Have groups swap maps with another group. Ensure they add a “You are here” spot to their map by drawing an ‘X’. Have pupils ask for and give directions to different places on the map.

●

Shine

●

Choose six places for your new city.

Ending the lesson Silently choose one of the maps. Describe the city to the class, e.g. In this city there is a swimming pool. When pupils think they know which map it is, they raise their hand. Refer pupils to the Progress Chart on page 3 in the Pupil’s Book. Have them read the sentences for each skill and notice what they have achieved so far.

●

Activity Book page 29

Think and write. Pupils think of words they know for each category and write in the graphic organiser.

Make sentences about the places in Activity 1. Use these words. Pupils work in pairs to say as many different sentences as they can using the words in the table and in the wordpool.

Make your lapbook. Find pictures or draw. Then write. Pupils use the questions to help them think about their dream city. They find or draw pictures and write sentences about their city. They then paste the pictures and text into their lapbook.

Home-school link: They talk about places in their city using target language from the unit at home.

Time to shine!

Assess

ACHIEVE Pupils talk about places on the map and which places they like.

ADJUST Pupils talk about some places that are on their map, with support from others in the group.

EXCEED Pupils talk about places on the map and which places they like, giving reasons for their opinions.

Time to shine: Activity 9

Time to shine: Activity 10

Activity Book: Practice

Ending the lesson

Learning path

M05_RS_TB4_5997_M05.indd 99

99 31/03/2021 15:16

! e n o y r e v e r o f Food es

Key learning outcom

in Unit 4, the pupils will:

Wonder

Talk about different quantities of food

Imagine

Understand a story about making a new dish

Build

Ask and answer about the cost of different food and drink

Grow

Write a no-waste shopping list

Shine

Create a no-waste café menu

100 M06_RS_TB4_5997_M06.indd 100

31/03/2021 16:22

Unit overview Target vocabulary Food: apples, beans, flour, grapes, honey, lemons, pineapples, potatoes, rice, sugar Food containers: bag of rice, bottle of juice, box of vegetables, cup of hot chocolate, glass of water, piece of fruit Menus: cake, chips, lemonade, smoothie

Functional language How much is…? It’s (two) dollars / pounds / euros.

Recycling and building My favourite… is / are… I like… / don’t like…

Language stretch

Target structures There’s / isn’t / are / aren’t; some / any / a lot of / many Is there any…? Yes, there is. No, there isn’t. Are there any…? Yes, there are. No, there aren’t.

Pronunciation /aʊ/ (how) and /ɪ/ (is)

Values I learn not to waste food.

Competency focus Learn to act in a creative and imaginative way.

It’s very tasty!

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39)

Development indicator:

Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. Can describe common everyday objects using simple language. (31)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can talk about everyday activities using simple language. (34)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can ask basic questions about quantities and amounts. (34)

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

Writing

Write simple sentences about the world around me.

Working towards: writing a short text of 4–6 sentences on common topics and at the highest level being able to write for a range of social and interpersonal purposes. Can write lists for specific purposes (e.g. shopping lists, gift lists) using memorised words, if supported by pictures. (28)

Write simple sentences on familiar topics and situations.

101 M06_RS_TB4_5997_M06.indd 101

31/03/2021 16:22

Lesson 1 – Vocabulary

Pupil’s Book page 42 Wonder: sparking curiosity Wonder Encourage pupils to create questions and make connections to the world around them. Have pupils think about the characters in the book: Sofia, Hugo, Eva, Marco and Zoe. What food do the pupils think each one likes? Ask the pupils for ideas and put them on the board. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning to name food.

Objectives Lesson aim: to recognise and name food Target language: apples, beans, flour, grapes, honey, lemons, pineapples, potatoes, rice, sugar Recycled language: My favourite, I like… , I don’t like…

•

• • •

GSE Receptive: Listening: Can understand simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures. Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way.

•

Materials Audio; Our World video; Flashcards

•

Starting the lesson: warm up and song

Food for everyone!

●

Museum of food. Talk about diﬀerent quantities

a new dish. Understand a story about making

●

of diﬀerent food and drink. Ask and answer about the price Write a no-waste shopping list.

Create a no-waste café menu.

Play the Rise and Shine Welcome Song and have pupils sing along. Then practise with the karaoke version. Encourage pupils to make inferences about the unit title. Elicit the meaning of share and ask pupils to think about what they share with others. Do they share their food? Who with? With books closed, have pupils brainstorm in groups the food vocabulary they already know from previous levels, e.g. strawberries, bananas, olives, tomatoes.

Big Picture: What can you see? 4

●

der…

Which vegetable can be orange, purple, red, white or yellow?

2 grapes 7 sugar

3 pineapples 8 beans

5 honey 10 flour ●

My favourite food is honey! What’s your favourite food?

Lesson 1

4 lemons 9 rice

What can you see?

4.01

Listen and find.

4.02

Listen and point. Then listen and repeat.

Look and say. I like potatoes but I don’t like beans.

Vocabulary Food

Draw pupils’ attention to the I wonder question and have them discuss what colour different vegetables are. Allow pupils to use L1 if necessary, and provide any vocabulary they need.

1 3/24/21 2:56 PM

●

102

Look at the Big Picture and ask if pupils can see any of the foods on their lists. Ask pupils to name any other things they know in the picture, e.g. clothes, adjectives to describe people, as well as food.

ANSWER KEY: Carrots. Carrots were naturally white and purple when first grown in the wild. Over centuries, carrots have been cultivated in different colours, orange being the most favoured colour of the carrot we know today.

Watch and listen.

M05_RS_PB4_5560_M05.indd 42

troduc

I wonder ●

1 apples 6 potatoes

iagn ose

4.01

Listen and find.

Pupils look at the Big Picture. Play the audio and have pupils point to the food items in the picture as they hear them. Ask a gist question: Do the children like the exhibition? and elicit answers.

Starting the lesson

Learning path

Big Picture

I wonder

Presentation: Activity 1

Presentation: Activity 2

Flashcards

M06_RS_TB4_5997_M06.indd 102

31/03/2021 16:22

●

4.02

Listen and point. The listen and repeat.

Present the vocabulary using the flashcards. Play the audio and have pupils point to each item in the picture. Play the audio again for pupils to repeat each word. Then hold up the vocabulary flashcards and elicit the words from the class. Secretly choose a flashcard and give pupils a definition of the item, e.g. It’s brown. It’s a vegetable. Pupils guess which flashcard you have.

3 ●

●

Watch and listen. Tell pupils that they are going to watch a video about our food. Ask them which foods they think they will see in the video. Play the Our World video, pausing where appropriate to ask comprehension questions, e.g. What is happening here? What fruit is growing here? Where does flour / sugar come from?

4 ●

●

Look and say. Invite a pupil to read the example and have the class find the two foods in the picture. Write: I like potatoes but I don’t like beans. on the board and underline but. Help pupils notice the use of this conjunction. Pupils take turns to give their preferences about the food items in the Big Picture. Monitor to make sure pupils are using the correct vocabulary and structures. WONDER HELPER Read Sofia’s question together, then have pupils discuss their favourite foods in pairs or small groups.

FUTURE SKILLS: enquiry and imagination Ask pupils to choose one of the characters from the picture and imagine what this character is thinking. Pupils draw a thought bubble, write a sentence inside, then cut it out and place on the picture. In pairs or groups, each pupil places their character’s thought bubble onto one book and they read each other’s ideas.

Play the Memory chain game (see pages 26 and 27) to revise food vocabulary. Pupils can start each turn by saying, In my shop there is a / an… . / There are some… .

Activity Book page 30 Le

2 ●

Ending the lesson ●

t’

s Revie

Think and match. Pupils draw lines to make collocations.

ANSWER KEY: 2 go on a ride, 3 visit an exhibition, 4 watch a show

Read and number. Pupils look at the picture, read the words and number them according to the picture.

ANSWER KEY: 2 honey, 3 flour, 4 rice, 5 grapes, 6 pineapples, 7 potatoes, 8 apples, 9 lemons, 10 beans

Look at Activity 1 and write. Pupils classify the food from Activity 1 into food types.

ANSWER KEY: Fruit: pineapples, lemons, apples Vegetables: beans, potatoes Other: honey, flour, rice, sugar Wonder helper: Pupils discuss the question in pairs. Extra time: Pupils share their answer to the question in pairs.

Activity 1

Pupil’s Book audioscript

Marco

Wow! I love food! Look at all these pictures! Yummy! This is my favourite exhibition! Zoe Look! I can see some apples and a lot of grapes. Hugo And I can see some pineapples, too. I love pineapples. They’re my favourite! Oh, look at all those lemons. Sofia Yes, I like lemons. I like potatoes and beans, too. What a lot of amazing colours! Hugo Do you know that carrots can be orange, purple, red, white or yellow? Everyone Really? That’s amazing! Marco I can see some honey! I love eating honey! Now, I’m hungry. I want a honey sandwich! Is it lunch time? Sofia No, it isn’t! You’re always hungry, Marco! Socks Miaow. Zoe Socks wants his lunch, too! Sorry, Socks! You can’t eat this food!

Extra activity

Our World video: Activity 3

Practice: Activity 4

Wonder Helper

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 103

Wonder

●

Ask follow-up questions, e.g. Do you like rice? What’s your favourite food from the picture? Play the audio again and have pupils listen for the answer to the I wonder question. SUPPORT Before listening, recycle and practise known structures from the recording: I can see… , I like… , I love… , I want… . STRETCH Ask more detailed questions before playing the audio a second time, e.g. Does Hugo like pineapples? What does Marco want to eat?

●

103 31/03/2021 16:22

Lesson 2 – Song and structures

Pupil’s Book page 43 Wonder: sparking curiosity Wonder Engage pupils with the unit theme by having pupils find small details in the Big Picture that they hadn’t noticed previously, e.g. what is happening in the video in the exhibition. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning to talk about how much food there is.

Objectives Lesson aim: to talk about quantities of food Target language: There’s a lot of (rice) and some (honey). There isn’t any (bread). Recycled language: food Receptive language: great, nice, tasty

•

• • • •

•

GSE Receptive: Listening: Can understand simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures. Receptive: Listening: Can identify objects, places or people from short descriptions. Productive: Speaking: Can describe common everyday objects using simple language.

• • •

Imagine

Wonder

Build

Grow

Shine

Song Let’s all eat together, It’s always a lot of fun! Let’s all eat together, There’s food for everyone!

Chorus

9 8

There are some tasty beans, There’s a lot of rice, There isn’t any bread But the honey is really nice!

●

Chorus

4.05

I can shine!

Read and sing. Listen and answer. True or false?

Make sentences about the picture.

Grammar There’s some rice and a lot of honey.

There are a lot of potatoes, many grapes and some pineapples.

There isn’t any bread.

There aren’t any olives.

apples strawberries honey flour carrots milk tomatoes cereal

4.03 4.04

Read and sing.

Display the flashcards from Lesson 1. Play the audio and ask pupils if they heard any of the food from the flashcards. Play the song again and have pupils point to target vocabulary in the picture as they listen. Encourage pupils to sing along. When pupils are confident, play the karaoke version. TEACHER TIME TO SHINE: linking to global citizenship Encourage pupils to identify the value in the song. Elicit the unit title and point out that the unit theme is sharing and not wasting food. Ask pupils to find the line in the song that they think represents this idea. Then ask pupils how we can make sure there is food for everyone.

Lesson 2 4.03

Have pupils find the following items in the Big Picture in pairs: four sweet foods, six healthy foods and three foods you can put in a cake. You may need to use L1 for the instructions or give examples. Have pupils look at the picture again. Ask Is there a lot of food? and elicit the answer.

●

•

Starting the lesson

●

There are a lot of potatoes, There are many grapes, There aren’t any strawberries But the apples are really great!

Materials Audio; Flashcards

Imagine a picnic for the class. Talk about the food. There are a lot of honey sandwiches.

ANSWER KEY: There’s food for everyone.

There are some tomatoes. There aren’t any lemons. I can talk about diﬀerent quantities of food.

Song and structures There’s some (rice) and a lot of (honey). There isn’t any (bread).

2 ●

M05_RS_PB4_5560_M05.indd 43

3/24/21 2:56 PM

●

iagn ose

4.05

Listen and answer. True or false?

Call out the target vocabulary from Lesson 1 and additional food items pupils know, e.g. strawberries, olives, bread. Ask pupils whether or not they can see them in the picture. Play the audio. Pause after each sentence to give pupils time to look at the picture, find the food items and say true or false. ANSWER KEY: 1 True, 2 False, 3 True, 4 True, 5 False, 6 True, 7 False, 8 True

104

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Presentation: Grammar

M06_RS_TB4_5997_M06.indd 104

31/03/2021 16:22

4 3

●

Ending the lesson

Make sentences about the picture.

Present the Grammar box and drill the sentences chorally. Tell pupils that the words in red tell us how much food there is. Have pupils find the food from each sentence in the picture to consolidate the meaning of the quantifiers, e.g. comparing the amount of rice (a lot of) with honey (some) and when we use them, e.g. any in negative sentences. Look at the table and explain that the foods on the left are uncountable and the foods on the right are countable. Then elicit example sentences using these and other foods. Pupils take turns to make sentences about what they can and can’t see in the picture using the target language and the foods in the wordpool. SUPPORT Write countable and uncountable foods in two columns on the board. Elicit and write plenty of correct examples of countable and uncountable nouns on the board before focusing on the quantifiers. STRETCH Have pupils make sentences about other things, e.g. money, time, homework. POSSIBLE ANSWERS: There are a lot of / many apples., There aren’t any strawberries., There’s a lot of honey., There’s some flour., There isn’t any milk.

4 ●

●

Imagine a picnic for the class. Talk about the food.

Invite two pupils to read the model dialogue. Highlight that pupils should talk about the food that there is and isn’t at their imaginary picnic. If there is time, pupils could make lists of their food before doing the activity. Pupils have similar conversations in pairs. Monitor and make sure pupils are using the target language and vocabulary correctly. SUPPORT Draw a substitution table on the board for support containing There is / are / isn’t / aren’t, the quantifiers and a list of food. STRETCH Have pupils describe their picnic in groups. Pupils can say what they like and don’t like in each other’s picnics.

Assess

I can shine!

ACHIEVE Pupils talk about different quantities of food with countable and uncountable nouns.

ADJUST Pupils talk about different quantities of food with countable and uncountable nouns, with support.

●

Play a drawing game. Divide the class into two teams. Have one member from each team come to the board. Show the two pupils a sentence using the target language, e.g. There are a lot of grapes. They draw a picture on the board for the other pupils in their team to guess the sentence.

Activity Book page 31

Wonder

●

4.06

Listen, read and tick (✓). Then write. Play the audio. Pupils listen and tick the spaces in the table. Play the audio again and have pupils complete the sentences.

ANSWER KEY: 2 any, 3 is some, 4 There aren’t many, 5 There are a lot of

Look, circle and write. Compare with a friend. Remind pupils that we use any with negative sentences. Pupils circle the correct verb form in each sentence, then write the correct word and match to the pictures. Invite pupils to compare their answers in pairs.

ANSWER KEY: 2 aren’t, beans, 3 are, potatoes, 4 aren’t, grapes, 5 isn’t, sugar

I can shine!

What’s in your lunch box? Write. Use the words or your own ideas. Pupils can draw a picture of their lunch box or make a list of foods to include. They then complete the sentences to describe their lunch box.

Extra time: Pupils write more examples of countable and uncountable nouns in the table.

Activity 2 1 2 3 4 5 6 7 8

Zoe Marco Sofia Hugo Zoe Sofia Marco Hugo

Pupil’s Book audioscript

There are a lot of potatoes. There are many strawberries. There aren’t any olives. There isn’t any milk. There’s some sugar. There isn’t any bread. There aren’t many pineapples. There’s a lot of honey.

EXCEED Pupils talk about different quantities of food with countable and uncountable nouns, using a variety of quantifiers and vocabulary.

Extra activity

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 105

105 31/03/2021 16:22

Lesson 3 – Story

Pupil’s Book pages 44 and 45 Imagine: fostering imagination Imagine Encourage pupils to infer information about the events and characters, where possible. Ask pupils to look at the story and think about who is creative and has good ideas. Discuss as a class what other dishes the characters could have made with the food items. Point to the ‘Imagine’ stepping stone and write the learning objective on the board: We’re listening to and reading a story about a new kind of café.

Objectives Lesson aim: to read and understand a story about a new no-waste café Target language: bag of rice, bottle of juice, box of fruit and vegetables, cup of hot chocolate, glass of water, piece of fruit Recycled language: salad, rainbow, ugly Receptive language: dish, no-waste, menu, recipe

•

• • • •

•

• • • •

Wonder

Museum

Lesson 3

4.07

Listen, point and say.

Grow

•

Shine Hugo has got an idea.

I know! Let’s design a rainbow fruit salad!

There are some bananas and there’s a pineapple. There’s a lemon, too.

This café uses all its food. They don’t throw away any food!

Build

Imagine

The children put the fruit and vegetables on the table.

The children are at the Rise and Shine Museum No-waste Café.

Materials Audio; Flashcards; Story animation; Story cards; empty food containers

● R&S_PB4_ AW_1.2a

R&S_PB4_ AW_ Welcome.2b:

bag of rice

Are there any strawberries?

Let’s think of a new dish for the café.

piece of fruit

Yes, there are a lot of strawberries and many grapes. There’s a bag of green apples, too.

The children find Ben, the café chef.

R&S_PB4_ AW_ Welcome.2c:

●

We love making a no-waste fruit salad!

Let’s put your fruit salad on the menu. Come and help me.

R&S_PB4_ AW_ Welcome.2d

box of fruit and vegetables

Great idea! Let’s draw it and then we can write the recipe.

The rainbow fruit salad is very tasty!

glass of water

●

There’s a large box on the table.

Look at this ugly carrot! Let’s make a salad!

Hooray! Umm! We love eating it, too!

But there aren’t any other things for a salad.

cup of hot chocolate

2 3

Look at the story. Which of the things in Activity 1 do the children find at the café? 4.08

Listen or watch. What do the children make for the café?

3 The chef’s name is Marco / Ben. 4 The children use apples, bananas, a pineapple, a lemon, strawberries and grapes / rice.

Vocabulary Containers and quantities

●

I want to make some pasta with beans. I can understand a story about making a new dish for a no-waste café.

Story value Understanding the importance of not wasting food. 3/24/21 2:56 PM

M05_RS_PB4_5560_M05.indd 45

4.07

Listen or watch. What do the children make for the café?

Play the audio or the Story animation, pausing after the first scene. Explain that a ‘no-waste café’ is a place where they don’t throw any food away. Read the question and check comprehension. Play the rest of the story and read it together or play the animation. Then check answers with the class. Ask pupils what they think a rainbow fruit salad is. (It’s a salad made of different coloured fruit.) SUPPORT Give pupils plenty of time to read the story in their books. Then play the story animation to help them check they’ve understood the main events. STRETCH After reading or watching, play the story audio and have pupils listen only.

45 3/24/21 2:56 PM

iagn ose

ANSWER KEY: A rainbow fruit salad.

IMAGINE HELPER Read Hugo’s question together. Give pupils a few minutes to think about how the children might feel when they make their fruit salad. Elicit that when we take positive action, e.g. reusing something instead of throwing it away, we often feel good about what we have done.

Listen, point and say.

Ask pupils to look at the pictures and notice what the food or drink is. Ask pupils what they think each container is made of and review vocabulary from Unit 2. Play the audio and have pupils point to the pictures as they listen. Play the audio again and have pupils repeat the phrases.

2 ●

Imagine you’re making a new dish. What do you want to make? I want to make a salad with rice.

Bring in some empty food containers for the food in Activity 1. If possible, remove the labels before the lesson. Show them to the class and have pupils suggest what food was in them.

●

Read again and choose. 2 The children make a rainbow salad from the fruit / vegetables.

Starting the lesson

●

1 There’s a lot of fruit in the bag / box. What can we make then?

M05_RS_PB4_5560_M05.indd 44

●

I can shine!

How do you think we feel when we make our no-waste fruit salad?

bottle of juice

4.08

ANSWER KEY: happy, proud, excited

Look at the story. Which of the things in Activity 1 do the children find at the café?

Tell pupils they are going to listen to a story about a café the children are visiting. Put pupils in pairs and have them say which food, drink and containers they think will be in the café. Have pupils look at the story pictures and check their answers. ANSWER KEY: a box of vegetables, pieces of fruit

106

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Extra activity

Pre-reading: Activity 2

Story: Activity 3

Story animation

M06_RS_TB4_5997_M06.indd 106

31/03/2021 16:22

4 4

Ending the lesson

Read again and choose.

Have pupils read the sentences individually, find the information in the story and then circle the correct option. You could also play the audio again for support with reading. ANSWER KEY: 1 box, 2 fruit, 3 Ben, 4 grapes SUPPORT Play the audio or animation in sections, pausing for pupils to find the answer to each question. STRETCH Have pupils write one more statement about the story with two options and then swap with a friend to complete it.

●

Have pupils write a sentence about a simple dish they want to make. They do not need to use the target vocabulary. Encourage them to think about what ingredients they will need and how much. Pupils can make this dish with a family member at home and take a photo to show their classmates in the following lesson.

Activity Book page 32 4.09

Read and circle. Then listen and check. Have pupils read the phrases and circle the correct container for each food. Then play the audio and have pupils check their answers.

Story extension

Display the story cards on the board and have pupils tell the story in groups of five. Try to ensure there are different abilities in each group. They can use the story cards for support, but encourage them to improvise the dialogue.

ANSWER KEY: 2 piece, 3 bag, 4 cup, 5 bag

FUTURE SKILLS: enquiry and imagination Ask pupils to think of a different recipe they could make using the food in the story. Then have them act out the story using their own recipe.

5 ●

●

Imagine

●

Read the story again. Then think and write. Draw pupils’ attention to the example. noticing that ‘throw away’ is crossed out and ‘waste’ written in its place. Pupils read the remaining sentences and cross out a word or phrase that can be replaced by a word or phrase in the word pool.

ANSWER KEY: 2 many, 3 think of, 4 good Imagine you’re making a new dish. What do you want to make?

Tell pupils to think of a new dish for the no-waste café using the target vocabulary in Activity 1, and the ingredients and the quantifiers from Lesson 2. First, brainstorm a few possible dishes and write the new vocabulary on the board, e.g. (potato) salad, biscuits, cake, smoothie. Drill the model sentences chorally. Then write the sentence starter I want to make… on the board and elicit similar sentences. Pupils have a conversation in pairs about the new dishes they want to make. Monitor and check pupils’ use of the target language.

Imagine helper: Pupils evaluate the story and colour in the stars to show how they feel about it. ANSWER KEY: Pupils’ own answers

I can shine!

Imagine you are a chef. Think and write. Pupils read the text and complete with their own ideas. Make sure pupils are using the quantity words correctly.

ANSWER KEY: Pupils’ own answers

Assess

I can shine!

Extra time: Pupils think of as many foods as they can for each colour. They can work individually or in pairs.

ACHIEVE Pupils talk about a new dish and its main ingredients.

POSSIBLE ANSWERS: Red: tomatoes, apples

ADJUST Pupils talk about a new dish and some of its ingredients, with support.

Yellow: potatoes, pineapples, lemons, beans, honey (some types, though generally brown) Green: apples, beans, grapes

EXCEED Pupils talk about a new dish and its main ingredients and their quantities.

White: beans, rice, flour

Practice: Activity 4

Imagine Helper

I can shine: Activity 5

Story extension

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 107

107 31/03/2021 16:22

Lesson 4 – Structures

Pupil’s Book page 46 Build: building confidence Build Build confidence by using the story to review the structures from Lesson 2 and showing pupils how we are building on this knowledge to ask and answer questions. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to ask and answer about what food there is.

Objectives Lesson aim: to ask and answer about food and drink. Target language: Are there any (apples)? Is there any (rice)? Recycled language: There’s / There are a lot of / a box of / two bags of; Yes, there is. No, there isn’t.

•

• • •

•

GSE Receptive: Listening: Can understand simple sentences on familiar topics if spoken slowly and clearly with pauses. Can identify basic factual information in short, simple dialogues or stories on familiar everyday topics, if spoken slowly and clearly. Productive: Speaking: Can ask basic questions about quantities and amounts.

• •

Materials Audio; Story cards

•

Starting the lesson ●

Lesson 4

4.10

Listen. What do Sofia and Hugo have for lunch?

●

4.11

Look. Ask and answer about the food and drink.

Listen and read. Then chant.

Grammar builder There are a lot of Are there any

apples?

There’s a box of

apples.

Is there any

rice?

There’s a lot of

rice.

There are two bags of Yes, there is / are. No, there isn’t / aren’t.

bottle of

water

box of

strawberries

piece of

pizza

glass of

juice

bag of

sugar

cup of

hot chocolate

4.10

Listen. What do Sofia and Hugo have for lunch?

Look at the picture and elicit that the children are in the no-waste café. Then give pupils one minute to name all the things they can see, in pairs. Tell pupils the children are talking about what to eat. Play the audio and ask pupils to listen to find out what they have for lunch. SUPPORT On the first listening, have pupils point to the foods that are mentioned. The second time, have them listen more carefully for what Sofia and Hugo eat. STRETCH After listening, ask follow-up questions, e.g. Does Marco have burgers? Who made the fruit salad? and play the audio again. ANSWER KEY: Pasta.

Look. Ask and answer.

RECEPTIVE SKILLS TIP Support pupils’ ability to identify and understand target language in listening texts by writing the dialogue on the board. Pupils can use the written text for support in understanding the meaning of the target language. You can make the activity into a listening task by removing vocabulary items and creating a gapped text with the answer to the question and other food Communication Asking and answering about prices. items deleted.

Are there any strawberries?

Yes, there are. There’s a box of strawberries.

Structures Are there any (apples)? Is there any (rice)?

M05_RS_PB4_5560_M05.indd 46

108

carrots beans rice hot chocolate juice milk ice cream pizza pasta

iagn ose

Write the following sentence starters on the board: There’s… There are some… There isn’t a / any… and There aren’t any… . Display the story cards and have pupils write sentences about the food in the story, in pairs.

1 ●

3/24/21 2:56 PM

Starting the lesson

Learning path

Practice: Activity 1

Presentation: Activity 2

Extra activity

M06_RS_TB4_5997_M06.indd 108

31/03/2021 16:22

4 2 ●

●

Ending the lesson

Listen and read. Then chant.

Play the audio and have pupils listen to and read the examples in the Grammar builder box. Play the audio again and have pupils repeat the chant. Play the track again and have half the class repeat the questions and the other half repeat the answers. Focus attention on the Grammar builder box and have pupils notice the two questions. Elicit that we use Are there…? for plural (countable) nouns and Is there…? for uncountable nouns. BUILD HELPER Read Marco’s task together. Point to the picture and elicit a couple examples from the class. Then ask pupils to use the Grammar builder box to help them ask and answer questions about the food in pairs, using the word prompts in Marco’s word box.

3 ●

●

Have pupils choose their top three food or drinks from the unit and number them 1–3. Then have pupils stand up and go round the classroom asking questions, e.g. What’s your favourite? What have you got for number two / three? The objective is to find someone with the same top three.

Activity Book page 33

Look and write. Pupils read and complete the questions and short answers.

ANSWER KEY: 2 any, there aren’t 3 Are there any, vegetables, Yes, there are. 4 Is there (a) glass of water, No, there isn’t. Build helper: Pupils answer Marco’s question.

Extra activity

Look. Ask and answer.

Focus on the language in the blue table and review the meaning of the containers and food. Invite two pupils to read out the model dialogue and highlight the use of the target structures. Pupils ask and answer questions about the picture in pairs. Monitor and ensure that pupils are using the target structures correctly. SUPPORT Elicit further example questions and answers before having pupils do the activity, making sure pupils are using the plural form with plural nouns and the singular form with uncountable nouns and the containers. STRETCH Ask pupils to have similar conversations about the Big Picture on page 42.

Extra activity

Have pupils draw a picture of a picnic containing different food items from the unit, with some in containers. Then, put pupils in pairs and have them ask each other questions about their pictures to find the differences, without looking at each other’s pictures.

POSSIBLE ANSWERS: Are there any strawberries? Yes, there are. There’s a box of strawberries. / Is there any water? Yes, there is. There are three bottles of water. / Is there any sugar? Yes, there is. There’s a bag of sugar.

Refer pupils back to the chant in Pupil’s Book, page 46. Play the chant again for pupils to follow. Put pupils into pairs or small groups and invite them to write an additional verse or two. Monitor and make sure pupils are using Is / Are there any… ? correctly and the appropriate containers for the food they want to include in their verses. Encourage pupils to include one countable noun and one uncountable noun. If appropriate, pupils can perform their new verses to the class.

Grammar extension

Grammar 4 Lesson on page 91 of the Pupil’s Book offers extended practice of the grammar introduced in Unit 4. Further teacher’s notes can be found in the teacher resources on the Pearson English Portal.

Activity 1

Pupil’s Book audioscript

Ben

It’s lunch time! What do you want for lunch, children? Sofia Oh, great! Is there any pasta, Ben? Ben Yes, there is, Sofia. Sofia Can I have a plate of pasta, please? Hugo Me too, please! Ben Yes, of course! Marco Excuse me, Ben. Are there any burgers? Ben No, there aren’t. There aren’t any burgers today. But there’s some tasty pizza! Marco Oh, can I have a piece of pizza, please? Zoe Can I have that, too, please? Ben Yes, of course! And after lunch, you can all have a cup of hot chocolate and some fruit salad. It’s very special! Hugo Hooray! It’s our rainbow fruit salad!

Build Helper

Practice: Activity 3

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 109

Build

●

4.11

109 31/03/2021 16:22

Lesson 5 – Communication

Pupil’s Book page 47

Objectives Lesson aim: to ask about prices in a café; to differentiate between the sounds ow /aʊ/ and i /ɪ/ Speaking function: asking how much something costs Functional language: How much is…? It’s… dollars / pounds / euros. Recycled language: next to, over there

• • • •

GSE Productive: Speaking: Can ask basic questions about quantities and amounts. Productive: Speaking: Can say a range of basic numbers, quantities and prices. Productive: Speaking: Can say simple tongue-twisters and other types of playful language.

• • •

Wonder

Imagine

Grow

Build

Lesson 5

Look. What food and drink can you see? There is… .

4.12

•

Materials Audio; Communication cards; Flashcards

•

Shine

Build: building confidence Build Build confidence in communicative tasks by providing numerous opportunities for pupils to practise useful language. Review numbers before pupils attempt Activity 5, e.g. by playing a games such as Bingo. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to ask how much something costs in a café.

Starting the lesson ●

Listen, read and choose.

In the UK, people use euros / pounds / dollars.

There are… .

How much is a bottle of juice?

It’s £2.50 in the UK.

●

It’s €3 in Spain.

●

It’s $3.25 in the USA.

4.13

Listen again and repeat.

Pronunciation

4.14

Ask and give prices for the things in Activity 1, page 46.

How much is this box of fruit?

How much are those apples? ●

It’s £7. How much is this big, brown cow? How much is it? Please tell me now!

They’re £4.

I can ask and answer about the price of diﬀerent food and drink. Communication Asking and answering about prices.

M05_RS_PB4_5560_M05.indd 47

110

●

iagn ose

Look. What food and drink can you see?

Look at the picture and elicit where the children are (in a café). Give pupils a few minutes to think about and describe the picture in pairs using the target structures There is… and There are… . Encourage them to use the quantity words from Lesson 2. Invite pairs to share their ideas with the class. SUPPORT Put more and less confident pupils together in pairs to provide support. STRETCH Give pupils a short time limit, e.g. one minute, in which to say as many sentences as they can. POSSIBLE ANSWERS: There are four bottles of juice. / There are two glasses of water. / There’s a box of vegetables.

I can shine!

Listen and say.

Play Bingo. Pupils draw a 3 x 3 grid on a piece of paper and write 9 numbers from 1–100. Call out random numbers (but remember to make a note of them so they can be checked later). Pupils cross out the numbers as they hear them. The first pupil to cross out all their numbers wins.

4.12

Listen, read and choose.

Draw pupils’ attention to the sentence: In the UK, people use euros / pounds / dollars. and elicit ideas. Discuss what currency is used in your country with the children. Play the audio and have pupils listen and choose the correct option. Then check answers as a class. ANSWER KEY: pounds

3/24/21 2:56 PM

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Activity 2

Practice: Activity 3

Speaking support

M06_RS_TB4_5997_M06.indd 110

31/03/2021 16:23

4 3 ●

●

4.14

Ask and give prices for the things in Activity 1, page 46.

With communication cards: ●

●

Print the communication cards off before the lesson. Put pupils in pairs (Pupils A and B). Invite two pupils to read out the model dialogue and elicit that pupils have to ask questions to find out how much things cost. Pupil A looks at the items on their communication cards and asks Pupil B how much the items are. Then pupils swap. Pairs ask and answer questions to find out how much each item costs.

Without communication cards: ●

ADJUST Pupils ask and answer some questions about prices in a café, with support.

EXCEED Pupils ask and answer questions about prices in a café without support and with some improvisation.

Write a couple of the words beginning with each sound on the board and underline the target sounds. Have pupils listen and repeat, checking for correct pronunciation. Play the audio, pausing after each question or sentence for pupils to repeat it. Encourage them to copy the speaker’s intonation and exaggerate as much as they are comfortable with. Play the whole track and have pupils repeat the rhyme. Then try to elicit more words with each sound, e.g. town, shower, flower; picnic, river, cinema. Ask pupils to practise saying the rhyme in pairs. Drill pronunciation further as necessary.

Have pupils choose items in the pictures in their Pupil’s Book and write price tags on small pieces of paper, which they can place on the picture.

Assess

ACHIEVE Pupils ask and answer questions about prices in a café.

Pronunciation Listen and say.

TEACHER TIME TO SHINE: pronunciation warm-ups Help pupils get their tongues around the sounds by including some acting or singing warm-ups. Help pupils to relax their muscles by opening their mouths wide and making funny faces. Then have them say “ahh” with the facial muscles completely relaxed. Encourage them to make faces again whilst still saying “ahh” and notice how the sound changes.

●

I can shine!

Play the audio again. Pause after each sentence for pupils to repeat. Encourage pupils to copy the speakers’ intonation. Point to the question phrase in blue and elicit that we can use it to ask about how much something costs. Then ask them why the prices are different and elicit that the value of different currencies varies and that these are equivalents in other currencies. Have pupils practise reading out the dialogue in groups of four.

4 ●

Listen again and repeat.

FUTURE SKILLS: collaboration and communication Set up the classroom as a café. Assign roles as waiters and customers. If time allows, elicit and write the menu, including prices, on the board. Add some functional language for ordering food and drink, e.g. Are you ready to order? Yes, I’d like a (fruit salad), please. Pupils act out a role play, improvising where possible.

Ending the lesson ●

Play a game. Before the lesson, stick a price on the back of the food flashcards. Tell pupils the price and stick the flashcard on the board. Then hold up another flashcard and ask Higher or lower? The class guesses whether it is more or less expensive than the previous item. If the class is correct, the card goes on the board and they continue playing. Keep a track of the total winnings (the prices). If they are wrong, the total goes down to zero and they start again.

Activity Book page 33 I can shine!

Complete one side of the menu. Ask and answer. Pupils work in pairs. Each pupil writes the prices on one side. They then ask and answer questions to complete the side of the menu without looking at each other’s books.

Pronunciation: Say. Then circle the odd word out. Pupils say the words, then circle the one that has a different vowel sound. ANSWER KEY: sister

Practice: Activity 4

Pronunciation practice

I can shine: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 111

Build

●

4.13

111 31/03/2021 16:23

Lesson 6 – Global citizenship

Pupil’s Book page 48

Objectives Lesson aim: to explore the menu at a no-waste café Cross-curricular connection: Home economics, Social Science Global citizenship theme: Avoiding food waste Target language: cakes, chips, lemonade, smoothie Recycled language: apple, burger, cheese, chicken, cookies, egg, fish, fruit salad, grapes, hot chocolate, ice cream, orange, pasta, pineapple, pizza, strawberry, tomatoes Receptive language: chef, fresh, tasty, waste (v)

• • • • • •

GSE Receptive: Reading: Can understand basic details in simple informational texts (e.g. brochures, leaflets). Receptive: Listening: Can understand the main information in short, simple dialogues about familiar activities, if spoken slowly and clearly.

• •

al Citiz e ob

•

Materials Audio; pictures of target vocabulary (food items – see Activity 1)

•

al Citiz e ob

Grow: nurturing growth in society Grow Promote global citizenship by drawing pupils’ attention to the UN Sustainable Development goal of Zero Hunger. Explore with pupils the importance of not wasting food and encourage them to develop a sense of responsibility for the use of resources, especially food. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re learning more about the no-waste café.

OptA Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Starting the lesson

al Citiz ob

OptB

I learn not to waste food.

Let’s be friends I share toys!

Lesson 6

●

Does a no-waste café use all the food and drink?

Lorem ipsum

OptC Let’s be friends

I share toys!

al Citiz e ob

I play with friends!

I celebrate all families!

4.15

I try different food!

I appreciate special clothes

Listen and read. ●

H No-waste Café menu I play with friends!

I try different food!

I appreciate special clothes

£1.50 £1.75 £1.99 £2.99 £3.25 £2.25

What can you do to help with food waste?

Read again. Complete the sentences. chicken pasta £1.50 ice cream £3.25 £6.99 1 The orange juice is… . 2 The… is £8.50.

●

burger and chips fish and chips chicken pasta pizza with cheese, tomatoes and olives egg sandwich fruit salad with pineapple and grapes apple cake ice cream chocolate cookies

£7.50 £6.99 £8.50

£4.99 £3.75 £3.50 £1.99

4.16

Listen. Where does Louise work?

4.17

Read Louise’s ideas. Listen again and number them in order.

5 The strawberry milkshake is… .

●

Buy boxes of ugly fruit and vegetables.

● 3/24/21 2:56 PM

●

4.15

Listen and read.

Have pupils close their books. Give pupils one or two minutes to predict in pairs what food and drinks the no-waste café sells. Then elicit and write their ideas on the board. Play the audio and have pupils read the text as they listen. Pupils can check their ideas and also their answers from Activity 1. Look at the menu together and check comprehension of the food and drinks. Then ask pupils What do you want to eat and drink? and discuss as a class.

3 Global Citizenship A menu for a no-waste café

M05_RS_PB4_5560_M05.indd 48

112

Look at the photo and elicit where the children are. Then ask pupils what they remember about the no-waste café in the story. Read the question together and elicit answers from the class. Don’t confirm pupils’ answers as they will check in Activity 2.

2 ●

●

Go to a no-waste café.

4 The… is £3.50.

Does a no-waste café use all the food and drink?

ANSWER KEY: Yes, a no-waste café doesn’t waste any food.

£8.00 £4.99

Write a no-waste shopping list.

3 The fish and chips are… .

●

Our food

orange juice apple juice lemonade smoothie strawberry milkshake hot chocolate

Our drinks

I share toys!

Let’s be friends

OptD

Citiz Citiz No-waste Welcome to Our food itiz alCafé! al Cis alour e e e ob ob ob very tasty. We don’t waste any food. We use all our fruit and vegetables! Our chef makes all I celebrate all play with I try different I appreciate the things Ion our menu fresh forclothes you families! friends! food! every day special to enjoy! So come and sit down, have a drink and try one of our special dishes. Enjoy our No-waste Café!

iagn ose

Give pupils a minute to look back and remember the story from Lesson 3 and its continuation in Lesson 4. Call out true or false statements about the story. If the sentence is true, pupils stand up; if it is false, they remain seated.

About us al Citiz e ob

Read again. Complete the sentences.

A no-waste shopping list Have pupils read the sentences, find theWriting relevant part of the menu and then complete the sentences with the words in the box. Have pupils locate the words in bold in the menu and check comprehension.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

M06_RS_TB4_5997_M06.indd 112

31/03/2021 16:23

4 ●

ANSWER KEY: 1 £1.50, 2 chicken pasta, 3 £6.99, 4 ice cream, 5 £3.25

GROW HELPER Read Eva’s question together and have a whole-class discussion about what pupils can do to help avoid food waste. Ask questions to guide pupils through the discussion, e.g. What do you do if you make too much food? What can you make if you have extra meat or vegetables? Elicit that we can make delicious, healthy dishes from leftovers and that we can plan our meals carefully so we don’t buy too much food.

POSSIBLE ANSWERS: Go to a no-waste café, buy ugly fruit and vegetables, write a no-waste shopping list.

Background information (Culture and CLIL) Ask questions to encourage pupils to develop a sense of responsibility for the use of food on a local level, e.g. What happens to the fruit and vegetables that people don’t buy in the supermarket? Can somebody use this food? Invite pupils to find out what happens to food that isn’t sold at local supermarkets and restaurants.

4 ●

●

4.16 Listen. Where does Louise work? Tell pupils that they are going to listen to a girl called Louise talking about where she works. Read the question together, then review jobs pupils know, and elicit places where people can work. Play the audio and have pupils listen for the answer. Ask a follow-up question: Would you like to work in a café?

●

4.17

Read, think and complete. Pupils look at the ingredients and decide which dish they are for.

ANSWER KEY: 2 cake, 3 lemonade, 4 smoothie

4.18

Listen and circle. Play the audio. Pupils read the text, listen and choose the correct words.

ANSWER KEY: 2 pineapples, 3 carrot juice, 4 lemons, 5 sugar

Circle the things Ben hasn’t got. Then listen again and check. Play the audio again for pupils to say the food Ben hasn’t got.

ANSWER KEY: beans, rice

Look, circle and write. Pupils read the text, then circle the correct options and write the missing words for their own cooking idea.

ANSWER KEY: Pupils’ own answers Grow helper: Pupils discuss their answers with a friend. Extra time: Pupils discuss the question in pairs and make a list of suggestions.

Activity 4 Oliver Louise Oliver Louise Oliver Louise

ANSWER KEY: At a no-waste café.

Activity Book page 34

Read Louise’s ideas. Listen again and number them in order.

Have pupils read the sentences and check comprehension of any new words, e.g. shopping list. Play the audio and have pupils number the sentences. ANSWER KEY: 3, 1, 2

Oliver Louise Oliver Louise Oliver

Ending the lesson ●

Have a reading race in teams. Put pupils into small groups and call out a price from the menu. The first team to say which item has this price wins a point. Continue with other items on the menu. The team with the most points at the end are the winners.

Louise

Pupil’s Book audioscript

Hello and welcome to Food for Kids! Our show is all about food! Today, I’m talking to Louise Harris. She works at a no-waste café. Hi, Louise! Hi there! We’re talking about food waste. We all want to help. But what can we do? There are a lot of things you can do! You can get your favourite drink at a no-waste café, for example! Ha, ha! At your café? Yes, that’s right! We’ve got some very tasty smoothies. We’ve also got lemonade on our menu! Yummy! What else can we do? You can buy boxes of ugly fruit and vegetables. Ugly potatoes make beautiful chips! Ugly apples make a pretty cake! Oh, yes! I love apple cake! Also, you can write a no-waste shopping list before you go to the supermarket. That’s a great idea! There are four people in my family. Can you help me to write a no-waste shopping list? Yes, of course! So,…

Practice: Activity 4

Practice: Activity 5

Grow Helper

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 113

Grow

Invite pupils to ask and answer questions about how much the food costs at the no-waste café, e.g. Pupil A: How much is the orange juice? Pupil B: The orange juice is £1.50. SUPPORT Draw or display pictures of the target vocabulary on the board and have pupils match with the words. STRETCH Have pupils say what is the difference between lemonade and a smoothie (e.g. one is made with water and the other with fruit juice or milk).

113 31/03/2021 16:23

Lesson 7 – Writing

Pupil’s Book page 49

Objectives Lesson aim: to write a no-waste shopping list Text type: a shopping list Recycled language: apples, carrots, eggs, grapes, juice, pineapple, potatoes, rice; bag, bottle GSE Receptive: Reading: Can understand simple notes. 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.

• • •

Wonder

Imagine

Build

•

Materials Audio; Flashcards; pictures of apples, carrots and eggs

•

Shine

Grow

Grow: nurturing growth in society Grow Encourage a further sense of pupils’ social responsibility and actions by using the writing task to help them put their ideas into practice on a personal level. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re learning to write a no-waste shopping list.

•

• • •

Starting the lesson ●

Lesson 7

4.20

Listen and read. How many people are there in Oliver’s family?

●

My no-waste

Four people in my family 8 apples 8 carrots 12 potatoes 1 pineapple

1 bag of grapes 8 eggs 2 bottles of juice 1 bag of rice

●

Oliver

Our writing workshop 2

4.21

●

Ideas generator Listen and match.

Hannah

Michael

Give it a go Plan your shopping list with a friend.

Omar

What food do they like? ●

How much food do they eat?

I can shine!

Writing A no-waste shopping list

114

Listen and read. How many people are there in Oliver’s family?

4.21

Ideas generator Listen and match.

Have pupils look at the pictures and say what food they show. Play the audio and have pupils match the pictures with the children’s names. Check answers with the class. ANSWER KEY: 1 Omar, 2 Michael, 3 Hannah

Write a no-waste shopping list for your family together.

I can write a no-waste shopping list.

M05_RS_PB4_5560_M05.indd 49

4.20

Elicit what kind of text is on the page. Ask pupils why people write shopping lists and what information we can include (to remember what you need to buy and how much and how many you need). Tell pupils that Oliver wrote the shopping list for his family. Read the question together, then play the audio and have pupils read the shopping list as they listen. Pupils read the text again to find the answer to the question.

2 ●

iagn ose

ANSWER KEY: Four.

How many people are there in your family?

Play the Memory game. (See pages 26 and 27.) Include the vocabulary from Lesson 1 and Lesson 6.

SUPPORT Before playing the audio, show the flashcards and pictures for the food items in the audio and drill each one with the class. Check pronunciation individually and chorally. STRETCH Have pupils write down how many people there are in each family.

3/24/21 2:56 PM

Starting the lesson

Learning path

Presentation: Activity 1

Extra activity

Practice: Activity 2

M06_RS_TB4_5997_M06.indd 114

31/03/2021 16:23

4 3 Give it a go ●

●

TEACHER TIME TO SHINE: making writing meaningful Invite pupils to share their shopping lists with their families and use them the next time they go shopping together. They could ask for input from their parents and modify the list as necessary. Encourage pupils to keep a record of how they did or didn’t avoid food waste, e.g. Did they choose the correct amounts? Would they buy more or less next time? Did they use any extra food to make something else?

FUTURE SKILLS: collaboration and communication Have pupils interview a friend using the questions in Activity 3. They can make a note of their friend’s answers, then swap notes for the writing stage.

Grow

●

Plan your shopping list with a friend.

Tell pupils they are going to plan and write a no-waste shopping list for their family. Read the questions together and elicit answers about the model shopping list in Activity 1. Elicit that we need to know how many people there are so that we buy the right amount of food. We should also consider if everyone likes this food and how much different people eat in order to avoid waste. In pairs, have pupils discuss their own answers to the questions. Monitor and offer support and guidance as necessary.

Ending the lesson ●

Play the Drawing game with items in a supermarket. (See pages 26–27). Pupils can play as a class or in pairs or small groups.

Activity Book page 35

Planning support Look at the model text together and elicit how the shopping list is structured. The number of people is at the top so we can decide how much food we need. Elicit that we write a shopping list in vertical columns to make it easy to read. Ask pupils how the items are grouped – fruit and vegetables, then general foods.

4 ●

●

Read and circle. Pupils read the shopping list and circle the correct option in each sentence.

ANSWER KEY: 2 bag, 3 ugly, 4 little, 5 box, 6 bottles

2 Give it a go

Write a no-waste party menu. Then ask and answer. Pupils complete the menu with their own ideas, then ask and answer in pairs following the model provided.

Write a no-waste shopping list for your family together.

Remind pupils to use or if they want to provide alternative foods on their lists. Elicit examples of alternatives to some of the foods in Activity 1, e.g. 8 apples or oranges. Pupils write their shopping lists using their ideas from Activity 3. As they are writing, monitor and provide support as required. Invite pupils to swap notebooks and check the spelling and that the quantities make sense. Provide feedback on the pupils’ written work, focusing on the spelling of the target vocabulary and the use of or where appropriate.

I can shine!

ANSWER KEY: Pupils’ own answers

I can shine!

Write the shopping list for your no-waste party. Then complete. Pupils think about how much food they need for the party, depending on the number of people they invite. Remind them to use containers where possible. They then complete the paragraph with their ideas. Check your work: Pupils notice the spelling of the plural forms. They then read their work again and check their spelling.

Assess

ACHIEVE Pupils write a shopping list, including quantities of items to buy.

Activity 2

Pupil’s Book audioscript

1 Michael Hi, I’m Michael. There are three people in my family. On my shopping list, I’ve got six oranges, one box of strawberries and three bananas. 2 Hannah Hi, I’m Hannah. There are two people in my family. We like vegetables! I’ve got four potatoes, four carrots and a lot of beans. 3 Omar Hi, my name is Omar. There are five people in my family. I’ve got a lot of fruit on my shopping list. There are ten apples, some grapes, two lemons and a pineapple!

ADJUST Pupils write a shopping list, including some quantities of items to buy, with support.

EXCEED Pupils write a shopping list, including quantities of items to buy, using a variety of vocabulary for food and containers, and including choices.

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 115

115 31/03/2021 16:23

Lesson 8 – Review

Pupil’s Book page 50

Objectives Lesson aim: To review language from the unit Revised language: apples, beans, flour, grapes, honey, lemons, pineapples, potatoes, rice, sugar; cakes, chips, hot chocolate, juice, lemonade, milk, smoothie

• •

GSE Productive: Speaking: Can describe common everyday objects using simple language. Can ask basic questions about quantities and amounts. Can order food and drink in a café or restaurant, using simple language.

•

Shine: Time to shine! Shine Encourage pupils to recognise their own progress and celebrate their achievements as they work through the activities. Discuss the benefit of being able to understand money and that the children are well on their way to achieving that goal. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re reviewing what we’ve learnt in the unit.

• •

Materials Our World video; Flashcards; Audio; pictures of cakes, chips, lemonade, milk and a smoothie

•

Starting the lesson

nu -waste café me

My no

Step 1

●

Review

Look and name the diﬀerent food and drink.

Look again. Ask and answer. Are there any grapes?

●

Yes, there are. There are a lot of grapes. ●

Look. Ask and answer.

●

No-waste Café Menu lemonade

$2.00

fruit smoothie

$3.50

apple juice

$2.75

hot chocolate

$2.99

How can we stop wasting food at home and at school?

●

We can make a no-waste shopping list when we go shopping. Yes, that’s a good idea. We can… .

milk

$1.25

burger and salad

$8.50

fish and chips

$10.99

chicken pasta

$9.50

●

It’s $2.00. ●

Unit review Unit objectives review 3/24/21 2:56 PM

●

Look and name the diﬀerent food and drink.

Review the target structure There’s… using the speech bubble. Ask pupils to look at the picture and say what food and drink items they can see, in pairs. Have pupils remember as many other items of food and drink as they can.

M05_RS_PB4_5560_M05.indd 50

116

The Review consolidates the target language of the unit from the I Can Shine! checkpoints and helps prepare pupils for the unit project. Vocabulary from the Wonder spread is reviewed in Activity 1. Activity 2 helps review and personalise the story value and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and functional language of the Build spread. The question in Activity 4 and the Our World video in Activity 5 encourage pupils to further explore the global citizenship theme. Ahead of the pupils completing the activities, reviewing the song from lesson 2 can help them recall vocabulary and language learnt earlier in the unit.

Watch and listen.

How much is a lemonade?

iagn ose

Step 1: Review ●

Display the flashcards from the unit on the board. Tell pupils to find similarities and differences between the items (e.g. rice and sugar are white). Encourage them to use creative thinking to come up with unusual or funny answers.

Look again. Ask and answer.

Unit project Creating a no-waste café menu

Review the containers from Lesson 3 using the flashcards. Invite two pupils to read the model dialogue in the speech bubbles. Pupils ask and answer questions about the picture in Activity 1 in pairs.

Starting the lesson

Learning path

Review: Song

Review: Activity 1

Review: Activity 2

Review: Activity 3

M06_RS_TB4_5997_M06.indd 116

31/03/2021 16:23

4 SUGGESTED ANSWERS: Is there any water? Yes, there are three glasses of water. Is there any rice? Yes, there are two bags of rice. Is there any sugar? Yes, there’s one bag of sugar. Are there any vegetables? Yes, there’s a tray of vegetables. Is there any cake? Yes, there are two pieces of cake. Are there any chips? Yes, there are some chips. Is there any hot chocolate? Yes, there are two cups of hot chocolate.

Have pupils make a poster about how we can stop wasting food using the ideas they discussed in Activity 5. Help them organise their ideas as they are planning their poster and encourage them to think about the layout of their poster and add a title, illustrations, etc.

Ending the lesson ●

then elicit more questions using the flashcards. After each question, elicit an answer from the class. STRETCH Pupils extend the activity by having similar conversations about another picture in their books.

3 ●

●

Look. Ask and answer.

Review prices by writing those from the activity along with other additional ones on the board and eliciting them from the class. Invite two pupils to read out the model dialogue. Then repeat the process using the food flashcards and the prices on the board. Have pupils ask and answer questions about the items on the menu, in pairs.

●

5 ●

●

Think and write. Pupils read the definitions and write the missing words in the crossword puzzle.

ANSWER KEY: 2 piece, 3 potatoes, 4 flour, 5 pineapples, 6 sugar, 7 honey, 8 bag

4.22

Write the questions. Then listen and write the answers. Pupils read the questions and complete them with the correct words. Play the audio and have pupils write the short answers to the questions. Then have pupils complete the sentences using the questions and answers in the first part of the activity.

ANSWER KEY: 1 No, there isn’t. 2 there any, Yes, there are. 3 Are there any, No, there aren’t. 4 Is there any, Yes, there is.

How can we stop wasting food at home and at school?

Give pupils time in groups to think about and discuss how they can stop wasting food. Encourage one pupil in each group to make notes. Write any useful language on the board to help support pupils with their discussion, e.g. We can… We should… Yes, that’s a good idea! Get feedback from the class, inviting groups to share their ideas. SUPPORT Allow pupils to look back through the unit and make notes with a friend before leaving the discussion. STRETCH Challenge pupils to come up with additional, more creative ideas to solve the problem of food waste, especially what they can do with extra food.

Give pupils a quick quiz. Before the lesson, prepare a set of questions about different things in the unit. Put pupils in teams and call out the questions one by one. The first team to say the correct answer gets a point.

Activity Book page 36

TEACHER TIME TO SHINE: scaffolding speaking When asking pupils to do speaking activities in groups, it can be helpful to keep any key language displayed. Write any target structures and functional language that pupils might need on the board. Pupils can use these whenever they need support during the speaking task.

●

4.23

Listen again and write. Play the audio again and have pupils complete the sentences with the quantifiers.

ANSWER KEY: 2 are some, 3 aren’t any, 4 is a lot of

Think and write. Then ask and answer. Pupils complete the dialogue using their own ideas. Pupils then act out their dialogues in pairs.

Extra time: Pupils answer the questions with a friend.

Watch and listen.

ANSWER KEY: 1 UK: £ pounds, USA: $ dollars, your country: pupils’ own answers

Ask pupils what they remember about the video from Lesson 1. Then play the video again and encourage pupils to notice any new ideas. Discuss any new things pupils have noticed with the class and encourage them to draw conclusions about where our food comes from. Ask Does all our food come from farms? (No, it doesn’t.), Does all our food come from our country? (No, it doesn’t.), What food comes from a different country? (Possible answers: sugar, pineapples). Ask What can we make from the food we don’t eat? (We can make compost.)

Review: Activity 4

Our World video: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 117

Shine

SUPPORT Before doing the activity, drill the model question,

Extra activity

117 31/03/2021 16:23

Lesson 9 – Project: Create a café menu

Shine: Time to shine! Shine Allow pupils of all abilities to demonstrate progress by adapting the project to suit their needs. Pupils can decide to place more focus on the written menu and pictures, or to spend more time working on their presentation skills. Point to the ‘Shine’ stepping stone and write the lesson objective on the board: We’re going to make a menu for a nowaste café.

Objectives Lesson aim: to create a no-waste café menu Revised language: food and drink; some / any / a lot of / many Are there any (apples)? Is there any (rice)? There’s (a box of) (rice). There are a lot of (apples). How much is…? It’s… dollars / pounds / euros.

•

• •

•

GSE Productive: Speaking: Can say a range of basic numbers, quantities and prices. Productive: Speaking: Can ask basic questions about quantities and amounts.

• •

Wonder

Step 2

Imagine

Build

Grow

Pupil’s Book page 51

Materials Flashcards; A3 or A4 paper or card (one per pair or group), A3 card / card file dividers / folders that open out (one per pupil, for the lapbooks), A4 paper (one per pupil), glue, scissors

•

Shine Shine

Starting the lesson ●

Create ●

Write a no-waste menu for one day.

Create a menu for a new no-waste café.

My no-waste menu

Our drinks

Lunch

lemonade £2.50 fruit smoothie £3.00

Dinner

Our food

●

rice and vegetables £7.99 egg sandwich £4.99

Share your ideas.

●

Time to shine!

Show your menu to the class. Ask and answer.

Choose a menu. You have £10. What do you want to eat and drink?

This section focuses on personalisation, critical thinking, collaboration and creativity. In Activity 6 pupils start to think of ideas and review key vocabulary. In Activity 7 they work together to share ideas and plan the project. Activity 8 fosters collaboration and communication skills as pupils work together to create their menu before presenting to the class in Time to Shine. Make sure that pupils understand the steps to success for the project. Give them clear step-by-step instructions: 1 Choose or draw the pictures you want to use. 2 Organise your information clearly using headings. 3 Use colour and interesting lettering to make your menu attractive.

How much is the strawberry milkshake?

6 ●

It’s £2.50.

I can create a no-waste café menu. ● Unit project Creating a no-waste café menu M05_RS_PB4_5560_M05.indd 51

118

iagn ose

Step 2: Create

No-waste café menu

Breakfast

Ask pupils to think about their favourite food for breakfast, lunch and dinner. Display the flashcards for support. Have pupils stand up and walk around the classroom asking and answer questions, e.g. What’s your favourite breakfast food?

51 3/24/21 2:57 PM

●

Write a no-waste menu for one day.

Tell pupils they are going to design a menu for a new no-waste café. Remind them that they must use any leftover ingredients to make new dishes, so where possible they should think of things they can make with similar ingredients. Look at the table and elicit examples of the types of food people typically eat for breakfast, lunch and dinner. Give pupils two or three minutes to think about and make a list of ideas individually.

Starting the lesson

Learning path

Project: Activity 6

Project: Activity 7

Project: Activity 8

M06_RS_TB4_5997_M06.indd 118

31/03/2021 16:23

4 7 ●

Invite two pupils to read out the model dialogue. Have pupils share their ideas about the food on their menus in pairs, using as much of the target vocabulary from the unit as possible. SUPPORT Write the target structures on the board for pupils to refer to during their discussions. STRETCH Encourage them to respond to each other’s ideas with positive phrases, e.g. That’s a good idea!

8 ●

●

Extra activity

Set up a role play where pupils visit each other’s cafés and order food from the menu. Put pupils in groups of four. One pair are customers, the other pair are waiters.

Ending the lesson Play a miming game. Invite a pupil to the front and show them a flashcard from the unit. The pupil mimes eating or drinking the item. The other pupils raise their hands to guess.

●

Create a menu for a new no-waste café.

Look at the example part-menu and elicit what information it includes (the food and drinks, separated into categories, and the prices). Hand out the paper or card, one sheet per pair. Pupils work in the same pairs. Give them time to make final decisions about what food their menu will have, then create their menus. Encourage pupils to decide who is going to work on which section of the menu, e.g. one pupil can write the breakfast foods, another the drinks, etc. Encourage them to discuss the prices together before they add them to the menu to make sure there is some consistency.

PROJECT TIP Pupils could use a computer or tablet to make a digital version of their menu. They could find images online (make sure pupils know how to use Creative Commons image banks) or upload their own drawings to add to the menu. They could also use a template to help them format their menu.

Refer pupils to the Progress chart on page 3 in the Pupil’s Book. Have them read the sentences for each skill and notice what they have achieved so far.

●

Activity Book page 37

Think and write. Use the words or your own ideas. Pupils write the words or think of other words they know for each category and write in the graphic organiser.

Make your lapbook. Find pictures or draw. Then write. Pupils use the questions to help them think about no-waste dishes. They then find or draw pictures and write answers to the questions. After this, they paste the pictures and answers into their lapbook.

Home-school link: Pupils can do this activity at home. They ask their family about their favourite foods.

Time to shine!

9 ●

●

sess

Assess

ACHIEVE Pupils say food and drink on their menu, and ask others about their menus.

Show your menu to the class. Ask and answer.

Tell pupils they are going to share their menus with the class. Invite two pupils to read out the model. Tell pupils that they will also answer questions about how much things in their café cost. Invite each pair to present their menu to the class, explaining what there is to eat and drink. The other pupils take turns to ask questions about the prices. SUPPORT Write model sentences and functional language on the board for pupils to refer to. Have the class make notes of the food during the presentations to help them ask questions at the end. STRETCH Have pupils write a short description about their café using some of the target language from the unit.

10 ●

Shine

●

Share your ideas.

ADJUST Pupils say some food and drink on their menu, with support.

EXCEED Pupils ask and answer about menus, giving additional information, e.g. by including their opinions.

Choose a menu. You have £10. What do you want to eat and drink?

Display the menus on the walls where everyone can see them. Give pupils time to go around and look at the menus again and choose one. Pupils look at their chosen menu and decide what they would like to order. Have them write down their food and drink and add up the cost to make sure it is under £10. Invite pupils to share their choices with each other in pairs or small groups.

Time to shine: Activity 9

Time to shine: Activity 10

Activity Book: Practice

Ending the lesson

Learning path

M06_RS_TB4_5997_M06.indd 119

119 31/03/2021 16:23

Review 2 – Our community

Pupil’s Book pages 52 and 53

Objectives Lesson aim: to review language from Units 3 and 4

•

Review

GSE Productive Speaking: Can express likes and dislikes in relation to familiar topics in a basic way. Can ask basic questions about quantities and amounts. Productive Writing: Can write simple sentences about their likes or dislikes in relation to familiar topics (e.g. food), given prompts or a model. Receptive Listening: Can identify objects, places or people from short descriptions. Receptive Reading: Can identify key information in short, simple, factual texts.

Our community

• • • •

Listen. What do the children want to put inside the time capsule?

4.24

Look. Ask and answer. watch a show go on a ride visit an exhibition go shopping

Materials Audio; Flashcards; Museum Trail Cards

•

Do you like… + -ing?

3 4

Starting the lesson ●

●

4.24

Listen. What do the children want to put inside the time capsule?

●

4 ●

●

3/24/21 2:57 PM

Read. Name three places in Sofia’s city.

Give pupils ten seconds to look at the text and find out what kind of text it is (a blog post). Then draw their attention to the question and have them read the text to find the places. Have pupils read again to find out more information about Sofia’s city.

5 ●

●

Write a no-waste recipe with a friend.

Remind pupils of the global citizenship theme from Unit 4: no waste, and how the no-waste café uses the ingredients they have to make different dishes. Have pairs discuss which dish to make and write a list of ingredients together. SUPPORT Display the flashcards to help pupils with ideas. STRETCH Ask pupils to present their recipe to the class.

120

Review 2 Units 3 and 4

ANSWER KEY: theatre, funfair, market

Look. Ask and answer.

Look at the Big Picture and have pupils say what they see. Encourage them to use vocabulary and structures from Units 3 and 4. Focus on the model and elicit that we can use the first question and wordpool to describe the activities, and the second question and wordpool to talk about the food. Model the activity. In pairs, pupils ask and answer questions about the picture and themselves using the target language from Units 3 and 4. Monitor to make sure pupils are using the target language correctly.

3 ●

Write about activities you like doing in your city or town.

M05_RS_PB4_5560_M05.indd 52

ANSWER KEY: A recipe

●

I’m Sofia. I love our city! I like watching a show at the theatre but I don’t like going on a scary ride at the funfair. Today, there’s a no-waste market in our city. There’s a lot of fruit. There are some boxes of vegetables, too. I like going shopping at the market. What do you like doing in your city?

●

Are there any… ?

Write a no-waste recipe with a friend.

iagn ose

Remind pupils of the time capsule from Review 1 and elicit what the children put inside it (the rubber boot flower pot). Tell pupils that the children are now choosing something else to put in their time capsule. Play the audio and have pupils find out what they choose this time. After checking answers, ask pupils if they think the recipe is a good thing to put in the time capsule and why.

Is there any… ?

Read. Name three places in Sofia’s city.

Do a guided visualisation to review vocabulary from the unit. Invite pupils to close their eyes and imagine they are at a market. Ask questions to help them visualise the market, e.g. What food can you see? What other things can you see? What noises can you hear? What can you smell?

1 ●

pineapples grapes apples lemons carrots potatoes honey rice sugar

●

Pupils think about the activities and make notes if they wish to. Have pupils underline any words and phrases in the model in Activity 4 they would like to use. Give pupils time to write their blog posts individually. Monitor and provide support and guidance as necessary. When pupils have finished, have them swap their work with a friend and check each other’s work for punctuation and spelling. Encourage them to add one or more positive comments.

6 ●

Write about activities you like doing in your city or town.

Plan a no-waste city picnic.

Tell pupils to imagine they are going to have a no-waste city picnic. Remind them of the shopping lists they wrote in Unit 4 and elicit that it is important to make sure they include the right amount of food and also food that most people like, so there is no waste.

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

M07_RS_TB4_5997_M07.indd 120

31/03/2021 15:38

M05_RS_PB4_556

Activity Book pages 38 and 39

1 Mini project 6

ANSWER KEY: 2 potatoes / aren’t, 3 Are / cakes / many, 4 are / smoothies, 5 Is / a lot / grapes / some, 6 any / bag

Plan a no-waste city picnic. Ask and answer about food you need for the picnic. Is there any… ?

Choose hoose a place to have your picnic. Do you like going to the… ?

I can read, s write and say place in a town and food.

City of the future

I can ask for and give street directions.

I can ask and answer about prices.

ANSWER KEY: a 2, b 4, c 1, d 3 2 doing / stadium, 3 shopping centre / I don’t, 4 restaurant / there isn’t

Review Review 22 3/24/21 2:57 PM

M05_RS_PB4_5560_M05.indd 53

53 3/24/21 2:57 PM

●

Focus on the instructions and the speech bubbles, making sure pupils are aware of the three stages: first they ask and answer questions, then they ask questions to decide where to have the picnic, and finally they give a short presentation to the class. Pupils discuss their ideas to plan their picnic in groups. They should write a list of things they will have.

7 ●

sess

Present your ideas to the class.

Have groups present their ideas to the class.

Time to shine!

8 ●

●

Read, number and complete. Pupils read the sentences and number the pictures. They then complete the sentences.

Food for everyone!

I can say what I like doing in my city and talk about food.

Think and write. Then listen and check. Ask and answer. Pupils read and complete the dialogue. Then play the audio for them to check their answers. Pupils ask and answer questions in pairs using the model dialogue as a guide, and their own ideas.

ANSWER KEY: 2 It’s, 3 Where’s, 4 right, 5 turn left, 6 go straight on

Museum

Trail Card

This is our no-waste picnic. There are some sandwiches, some strawberries and a lot of grapes.

What can you see in the exhibitions? Complete your Museum Trail Card.

Museum 1

4.25

Present your ideas to the class.

Time to shine! 8

Read and write. Pupils read and complete the mini-exchanges by unscrambling the words and using the words in the wordpool.

What can you see in the exhibitions? Complete your Museum Trail Card.

Focus on the two posters and elicit that they show the exhibitions from Units 3 and 4 on the front. Pupils draw something they would like to put in their time capsules from Units 3 and 4. Read through the I can… statements with the class and ask pupils to tick or write the ones they think they have achieved on their Museum Trail Cards. Pupils can also write their favourite words, phrases and facts from each unit.

Imagine you are visiting your favourite city. Think and write. Pupils plan their postcards by writing a list of places they like and don’t like visiting. They then complete the postcard.

Time to shine!

Read and tick (✓). Tell your friend. Pupils tick the self-evaluation sentences that they can do. They then share with a friend.

Vote. Sing or act out. Ask pupils which song or chant they would like to sing again or which story they would like to act out.

Activity 1

Pupil’s Book audioscript

Marco I love our city! There are a lot of interesting things to do. Sofia Yes, there are! Look at that girl watching a show. She likes the show. Hugo Yes, but look at that boy at the funfair. He’s going on a scary ride. He doesn’t like it! Do you like going on a scary ride, Marco? Marco Yes, I do. It’s brilliant! Sofia And look at this amazing ‘no-waste’ market! There’s a lot of ugly fruit. We can make our no-waste rainbow fruit salad again. Marco Oh, yes! Do you have the recipe? Zoe Yes, I do. Here it is. Are there any apples and are there any strawberries? Sofia Yes, there are. And there are some bananas, some lemons and a lot of pineapples. Zoe Brilliant! Let’s make our rainbow fruit salad and have a picnic in our city! Hugo Oh, I know! We can put our no-waste recipe inside the museum time capsule! Sofia That’s a great idea, Hugo! It shows that we don’t waste food! And the fruit salad is tasty, too!

Ending the lesson ●

Invite pupils to look back through Units 1–4 and choose a song to sing again.

Activity 5

Activity 6

Time to shine: Activity 8

Activity Book Practice

Ending the lesson

M07_RS_TB4_5997_M07.indd 121

121 31/03/2021 15:38

Help our oceans! es

Key learning outcom

in Unit 5, the pupils will:

Wonder

Talk about what different animals are doing

Imagine

Understand a story about looking after the oceans

Build

Ask for and give information about events in the future and in the past

Grow

Write a poster about a beach clean up

Shine

Create a play about helping the oceans

122 M08_RS_TB4_5997_M08.indd 122

31/03/2021 15:45

Unit overview Target vocabulary Sea animals: crab, dolphin, jellyfish, octopus, seahorse, shark, seal, snail, starfish, whale Care for the ocean: have a beach clean up, make a film, pick up rubbish, recycle rubbish, tell people Adjectives: brilliant, dangerous, safe, terrible

Functional language When is the…? What time does it start? Where is it?

Recycling and building They’ve got… / haven’t got… Are they +ing? Yes, they are. / No, they aren’t.

Language stretch

Target structures They are / aren’t + -ing What are they doing? Are they -ing…? Yes, they are. No, they aren’t.

Pronunciation /wɒz/ (was) (strong form) and /wəz/ (was) (weak form)

Values I appreciate our oceans and how we can help protect them.

Competency focus Learn the importance of planning and organisation.

It’s very sad.

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39) Development indicator: Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. Can say what people (and animals) are doing at the time of speaking if supported by pictures or gestures. (30)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can talk about activities that are happening at the time of speaking. (35)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

Can ask where others were in the past using was / were given a model. (37)

Participate in common transactional exchanges using simple language and expressions.

Writing

Write simple sentences about the world around me.

Working towards: writing a short text of 4–6 sentences on common topics and at the highest level being able to write for a range of social and interpersonal purposes. Can write short, simple messages relating to everyday matters. (35)

Write short text using simple language for social and interpersonal purposes.

123 M08_RS_TB4_5997_M08.indd 123

31/03/2021 15:45

Lesson 1 – Vocabulary

Pupil’s Book page 54

Objectives Lesson aim: to talk about sea animals Target language: crab, dolphin, jellyfish, octopus, seahorse, seal, shark, snail, starfish, whale Recycled language: arms, legs, food Receptive language: at the moment, don’t worry! It’s OK.

Wonder: sparking curiosity Wonder Activate schema by inviting pupils to read the unit objectives and think about what they already know about the topic (sea animals and the ocean). Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning how to talk about animals that live in the ocean.

•

• • • •

•

GSE Receptive: Listening: Can identify objects, places or people from short descriptions. Productive: Speaking: Can describe common everyday objects using simple language.

• •

Materials Audio; Our World video, Flashcards; large sheets of paper (one per group)

•

Starting the lesson: warm up and song

Help our oceans!

●

Museum ls are doing. Talk about what diﬀerent anima

der…

What is Kids’ Ocean Day?

. Talk about looking after the oceans

Big Picture: What can you see?

an event. Ask for and give information about

Play the Rise and Shine Welcome Song and have pupils sing along. Then practise with the karaoke version. ln groups, give pupils three minutes to brainstorm as many animals as they can. Then elicit and write their ideas on the board.

●

up. Write a poster about a beach clean oceans. Create a play about helping the

●

I wonder ●

2 shark 7 whale

3 starfish 8 octopus

4 crab 9 seal

5 snail 10 jellyfish

●

What can you see?

Watch and listen.

Ask and answer.

5.01

Listen and find.

5.02

Listen and point. Then listen and repeat.

some

any

a lot of

Are there any snails?

●

many Yes, there are. There are some snails.

Vocabulary Sea animals

M06_RS_PB4_5560_M06.indd 54

3/24/21 4:10 PM

●

124

Have pupils look at the I wonder feature on page 54. Read aloud the question: What is Kids’ Ocean Day? Ask pupils what they think might happen on Kids’ Ocean Day. Elicit and discuss ideas as a class.

What’s your favourite sea animal? Why?

Lesson 1

troduc

Look at the Big Picture and invite pupils to name or describe things they see using vocabulary they already know, e.g. colours, body parts, animal names. Ask questions to find out how much pupils know about the animals e.g. What can these animals do / eat? etc.

1 seahorse 6 dolphin

iagn ose

5.01

Listen and find.

Look at the Big Picture. Play the audio and have pupils point to the animals in the picture as they hear them. Play the audio again and ask follow-up questions e.g. Do you like this exhibition? What animals can you find in the ocean? SUPPORT After listening, recycle and practise known structures to support pupils’ interaction with the picture: There is / are… It’s got… / It hasn’t got… There are some / a lot of / many… . STRETCH Ask How many legs has an octopus got? before playing the audio a second time. (They have got two legs and six arms.) Use the flashcards to elicit and practise the new vocabulary without prompting.

Starting the lesson

Learning path

Big Picture

I wonder

Presentation: Activity 1

Presentation: Activity 2

Flashcards

M08_RS_TB4_5997_M08.indd 124

31/03/2021 15:45

5 ●

Present the vocabulary using the flashcards. Play the audio and have pupils point to each item in the picture. Play the audio again for pupils to repeat each word. Then hold up the vocabulary flashcards and elicit the words from the class. Ask concept-checking questions, e.g. Which animal hasn’t got any legs? Which animal is the biggest? TEACHER TIME TO SHINE: activating schema When exploring the unit topic, use the Big Picture to activate prior knowledge and encourage pupils to share whatever information they already know. Try to avoid placing limitations on pupils by allowing them to use L1, if necessary. Help pupils transition from L1 to L2 by allowing translanguaging (using English and pupils’ L1 at the same time) and providing linguistic support (structures, vocabulary).

3 ●

●

t’

s Revie

Think and write. Pupils classify the food into fruit and vegetables and other foods.

ANSWER KEY: Fruit and vegetables: lemons, beans; Other foods: sugar, honey Read and number. Pupils read the animal words and add numbers according to those in the picture.

ANSWER KEY: 1 whale, 2 jellyfish, 3 starfish, 4 octopus, 5 snail, 6 dolphin, 7 seahorse, 8 shark, 9 crab, 10 seal

Think and write. Pupils look at the picture in Activity 1 and complete the words with the missing letters.

ANSWER KEY: 2 dolphin, 3 snail, 4 crab, 5 jellyfish, 6 seahorse, 7 octopus, 8 starfish

Watch and listen.

Tell pupils that they are going to watch a video about our oceans. Ask them which animals they think they will see in the video. Play the Our World video, pausing where appropriate to ask comprehension questions, e.g. What animal / fish can you see here? What is happening? What are the people doing?

Activity Book page 40

FUTURE SKILLS: enquiry and imagination In groups, have pupils make a large mind map about the sea animals from the lesson, writing words and phrases about three or four animals. They can use their own pre-existing knowledge and also do some research if you have the time and facilities. Encourage them to use different colours and add pictures to their mind maps, which they can then display on the wall for other groups to look at.

●

Play Twenty questions with sea animals. (See pages 26–27.)

●

Ending the lesson

Listen and point. Then listen and repeat.

Wonder

●

5.02

2 ●

Wonder helper: Pupils classify the animals into two groups: those that have got legs and those that haven’t. ANSWER KEY: Crabs have got ten legs, two for gripping and eight for walking. The octopus has got six arms and two legs. The starfish has got arms only. The jellyfish has got tentacles (no arms and no legs). Extra time: Pupils write four sea animals beginning with s. As a stretch activity, pupils can think of more animals beginning with s.

Activity 1

Pupil’s Book audioscript

Zoe Hugo

Ask and answer.

Invite two pupils to read out the model dialogue and have the class find the snails in the picture. Pupils take turns to ask and answer questions about the Big Picture. Monitor to make sure pupils are using the correct vocabulary and structures. SUPPORT Review the use of any and many in questions and write several example questions on the board. Then review some and a lot of and elicit a few answers. STRETCH In pairs, have pupils take turns to ask each other questions about the picture from memory with their books closed. WONDER HELPER

Wow! We’re in the ocean. It’s beautiful! Yes, look! There are a lot of jellyfish and some sea snails. And there are two dolphins. Sofia I can see three seals and four crabs. Marco Look at that whale! It’s eating some food. And I like the octopus. It’s got eight legs. Hugo No, it hasn’t. It’s got eight arms. Zoe No! It’s got both. It’s got arms and it’s got legs. Sofia Really? Zoe Yes! I’m reading a book about an octopus at the moment. An octopus has got six arms and two legs. Marco Cool! Socks Miaow! Sofia Socks doesn’t like the shark. Don’t worry, Socks. It’s OK!

Read Sofia’s question together, then have pupils share their answers.

Extra activity

Our World video: Activity 3

Practice: Activity 4

Wonder Helper

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 125

125 31/03/2021 15:45

Lesson 2 – Song and structures

Pupil’s Book page 55 Wonder: sparking curiosity Wonder Engage pupils with the unit theme by having them imagine they are at the exhibition in the Big Picture. Ask questions to help them visualise the scene, e.g. What animal can you see now? What does it look like? What is it doing? How do you feel? Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning to talk about what different animals are doing.

Objectives Lesson aim: to talk about what animals are doing Target language: The (sharks) are (swimming). They aren’t (walking). Recycled language: They’ve got (arms). They haven’t got (hands); animals Receptive language: hide, wave

•

• • • •

GSE Receptive: Listening: Can understand simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures. Productive: Speaking: Can say what people (and animals) are doing at the time of speaking if supported by pictures or gestures. Can talk about activities that are happening at the time of speaking.

•

Imagine

Wonder

Build

Grow

Shine

Song

Materials Audio; Flashcards

•

Starting the lesson ●

Ocean animals are sometimes big, Seals, sharks and whales! Ocean animals are sometimes small, Starfish, jellyfish and snails!

8 10

I can see some starfish! They’ve got arms but they haven’t got hands. They aren’t swimming in the sea. They’re hiding in the sand! Chorus I can see some crabs! They’ve got legs but they haven’t got paws. They aren’t hiding in the sand. They’re waving with their claws!

●

Lesson 2

5.03

5.05

I can shine!

Read and sing. Listen and answer. True or false?

Make sentences about the picture.

iagn ose

5.05

Listen and answer. True or false?

Write two sentences from the song on the board, e.g. They aren’t swimming in the sea. They’re hiding in the sand. Elicit that the first sentence is negative and the second is affirmative. Play the audio, pausing after each sentence to give pupils time to think about the answer and say true or false. ANSWER KEY: 1 True, 2 True, 3 True, 4 False, 5 False, 6 False

Choose one of the sea animals. Act and guess. They’re dolphins! They’re playing.

Grammar The shark is swimming. It isn’t walking. The starfish are hiding. They aren’t jumping.

I can talk about what diﬀerent animals are doing.

Song and structures The seahorses are (swimming). They aren’t (walking). M06_RS_PB4_5560_M06.indd 55

126

Read and sing.

Play the audio and ask pupils if they heard any of the animals from Lesson 1. Elicit what each animal is doing and review the action verbs using mime, e.g. sleeping, hiding, swimming, jumping. Play the song and have pupils do the actions as they listen. Encourage pupils to sing along. When pupils are confident, play the karaoke version.

Chorus

5.03 5.04

●

Chorus I can see some seals! They’ve got hands and they’ve got feet. They aren’t playing with a ball. They’re sleeping in the sea!

Hold up a flashcard and have pupils race to find the animal in the Big Picture and say its name. First, hold up each flashcard for a few seconds, then keep changing the flashcard more quickly so that pupils have less time to find each animal.

55 3/24/21 4:11 PM

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Presentation: Grammar

M08_RS_TB4_5997_M08.indd 126

31/03/2021 15:45

5 3

●

4 ●

●

Make sentences about the picture.

Ending the lesson

Present the Grammar box and drill the sentences, paying special attention to the difference in pronunciation between are and aren’t. Have pupils notice the verb forms in blue and elicit which sentences are affirmative and negative. Ask questions to elicit sentences, e.g. What are the (crabs) doing? Elicit answers and write on the board. Make sure pupils know to end the main verb with -ing. Pupils take turns to make statements about animals in the picture in pairs. Monitor and provide support as necessary. SUPPORT Write a substitution table on the board for both affirmative and negative sentences, and show pupils how to use it to make a variety of sentences. STRETCH Have pupils make true or false statements about the picture and have their friend agree or disagree. Choose one of the sea animals. Act and guess.

Invite two or three pupils to the front to act out being dolphins. Point to the example on the page and read it out. Then invite more pupils to act out a different animal and elicit sentences from the class, e.g. You’re a dolphin! You’re sleeping! Pupils work in pairs or groups of four. One pair acts out an animal. The other pair guesses what animal they are and what action they are doing. SUPPORT Do several examples of the mime together as a class and write the sentences on the board. STRETCH Have pupils do a picture dictation in pairs. One student says what an animal is doing and their friend draws it.

Have pupils stand or sit in a circle. Call out a sentence, e.g. If you have got brown hair, cross the circle like a seal. To: All people with brown hair, cross the circle like a seal. If the sentence is true for the pupil, they cross the circle and change places with another pupil in the manner of your instruction. Depending on your classroom setup, you could have pupils remain in their usual seats, but change places with the person sitting nearest to them.

Activity Book page 41

5.06

Write the words. Then listen and circle. First, pupils unscramble and write the words. Then play the audio and have pupils say the correct option in each sentence.

ANSWER KEY: 2 crabs / aren’t, 3 whales / are, 4 sharks / are, 5 seals / aren’t, 6 seahorses / are

ACHIEVE Pupils describe what animals are doing and aren’t doing.

ADJUST Pupils attempt to say what an animal is doing, with support.

EXCEED Pupils talk about and describe what animals are and aren’t doing without prompting.

Look and write. Then play a game. Pupils look at the pictures and complete the sentences. Then, in pairs, they take turns to choose an animal and say what it is and isn’t doing.

ANSWER KEY: 2 jumping, 3 are hiding, 4 aren’t eating, 5 The snails are climbing.

I can shine!

Assess

I can shine!

●

Look at Activity 2. Write. Pupils read and complete the sentences using the pictures and their own ideas.

Extra activity

Play the song again and have pupils follow the lyrics in their Pupil’s books. Remind pupils of the structure of the song: the first line is always I can see… , followed by: They’ve got / haven’t got… . The 3rd and fourth lines describe what the animal is and isn’t doing They are / aren’t + ing… . Invite pupils to write another verse for the song, using the picture on Pupil’s Book pages 34 and 35. Pupils can work in pairs or small groups. Monitor and help out with vocabulary where necessary.

Extra time: Pupils read and follow the instruction in the tip.

Extra activity

The theme of the song can be linked to the global citizenship strand of the unit: exploring the diversity of ocean life can lead to the discussion of how we can protect it. Ask pupils to think about how the animals may be or not be connected, e.g. Do they have a similar habitat? Do they need each other to live (e.g. are some animals part of the food chain of others)? What dangers are there for these animals?

Activity 2 1 2 3 4 5 6

Zoe Hugo Marco Sofia Zoe Marco

Pupil’s Book audioscript

Look at the dolphins! They’re playing! Look at the seals! They aren’t sleeping! Look at the starfish! They’re hiding! Look at the crabs! They’re swimming! Look at the shark! It’s jumping! Look at the jellyfish! They aren’t swimming!

Extra activity

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 127

Wonder

●

127 31/03/2021 15:45

Lesson 3 – Story

Pupil’s Book pages 56 and 57 Imagine: fostering imagination Imagine Encourage pupils to be imaginative and creative in story lessons. After doing the lesson activities, ask pupils how they think the rubbish got to the sea. Have them look at the pictures of the rubbish and imagine where it came from, e.g food packaging. Point to the ‘Imagine’ stepping stone and write the learning objective on the board: We’re listening to and reading a story about looking after the oceans.

Objectives Lesson aim: to read and understand a story about protecting the ocean Target language: clean the oceans, have a beach clean up, make a film, pick up rubbish, recycle rubbish, tell people Recycled language: eating, having a picnic Receptive language: terrible, make a poster

•

• • • •

•

• • •

Wonder

Museum

Lesson 3

Listen, point and say.

5.07

R&S_PB4_ AW_1.2a

pick up rubbish

Let’s make a poster about it.

recycle rubbish

Look at the story. Which activities from Activity 1 can you see?

● ●

Socks

4 The children are making a… about a beach clean up.

We can have a beach clean up.

●

We can make a film about ocean rubbish. I can talk about looking after the oceans. Story value Caring for the oceans.

3/24/21 4:11 PM

●

Imagine you are at the exhibition. How can you help the oceans?

3 … is picking up rubbish in the museum.

Vocabulary Ways of taking care of the oceans M06_RS_PB4_5560_M06.indd 57

●

57 3/24/21 4:11 PM

iagn ose

Show pupils a picture of a beach full of waste or show them the first frame from the story enlarged. Elicit reactions from the class and encourage pupils to share their thoughts and ideas about it. Ask questions to support the discussion, e.g. Do you like this beach? Is it beautiful? What’s the problem? What can we do to help? Pupils may need to use some L1.

1 ●

rubbish

2 The people are cleaning the… . No, they aren’t. They are picking up rubbish. They are recycling rubbish, too!

Starting the lesson

●

poster

1 The seals are eating the… .

What are these people doing? Are they having a picnic?

M06_RS_PB4_5560_M06.indd 56

●

Read again and complete the sentences. beaches

5.07

Listen or watch. How do the children want to help the oceans?

5.08

Read the question. Play the story animation or play the audio and have pupils follow in their books. Ask How do the children want to help? and elicit answers. Ask pupils to think of ways in which the children could tell people about the beach clean up. SUPPORT Give pupils plenty of time to read the story in their books. Then play the story animation to help them check they’ve understood the main events. STRETCH After reading or watching, play the story audio and have pupils listen only. ANSWER KEY: They want to have their own beach clean up.

Listen, point and say.

Ask pupils to look carefully at the pictures and say any words they know, e.g. beach, sea, rubbish. Play the audio and have pupils point to the pictures as they listen. Play the audio again and have pupils repeat the phrases. Use the flashcards to elicit and practise the new vocabulary without prompting.

128

Tell pupils they are going to listen to a story about a problem at the beach. Have them work in pairs to find the pictures in the story.

I can shine!

5 4

Look at the story. Which activities from Activity 1 can you see?

ANSWER KEY: pick up rubbish, recycle rubbish, make a film, have a beach clean up

We can make a film!

How do you think we feel about our beach clean up?

tell people

Listen or watch. How do the children want to help the oceans?

I love your idea of a beach clean up, children! Can I come, too?

It’s very sad.

There are some people on the beach.

5.08

That’s a great idea! Socks wants to help, too!

Yes, of course! Yes, Socks. You too!

They are eating the rubbish in the sea.

●

The children plan their beach clean up.

We can tell our friends!

Look at those beautiful seals. What are they doing?

make a film

Shine

Hey! I’ve got an idea. We can have a beach clean up here!

Yes, they are. They are making a film about ocean rubbish.

All this rubbish comes from the sea.

have a beach clean up

Grow

The children want to help the oceans, too.

R&S_PB4_ AW_ Welcome.2b:

clean the oceans

Build

•

Look at those people! Are they making a film?

Where is all this rubbish from, Eva?

Imagine Some people aren’t helping with the beach clean up.

The children are visiting a new exhibition at the museum.

Materials Audio; Flashcards; Story animation; Story cards

RECEPTIVE SKILLS TIP Sometimes it can be difficult for pupils to answer gist questions. Remind pupils that they don’t need to understand every word in order to find the main ideas.

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Extra activity

Pre-reading: Activity 2

Story: Activity 3

Story animation

M08_RS_TB4_5997_M08.indd 128

31/03/2021 15:45

5 4

Read again and complete the sentences.

Story extension

Have pupils read the sentences individually, find the information in the story and then complete with the words from the wordpool. You could also play the audio again for support with reading. SUPPORT Read the sentences together and have pupils match them with the story cards or frames before doing the activity. STRETCH Ask further comprehension questions, e.g. Where does the rubbish come from? Why is it sad that the seals are eating the rubbish? Why are the people picking up the rubbish?

Have pupils think of a title for the film the people in the story are making.

FUTURE SKILLS: critical and reflective thinking Extend the global citizenship discussion by having pupils further explore how they can make a difference in environmental issues. Encourage them to think about the dangers of pollution to wildlife and do some research to find out more. Ask them to look at the Big Picture on page 54 and find an example of the problem with rubbish (if necessary, point them towards the turtle). Encourage pupils to draw the conclusion that plastic waste is a problem and if we use less plastic, this will help protect ocean life.

ANSWER KEY: 1 rubbish, 2 beaches, 3 Socks, 4 poster

IMAGINE HELPER Read Hugo’s question together. Ask pupils why it’s important to put rubbish in the bin. Try to elicit that if everybody helps, then they can clean up the beach quickly. Link to the global citizenship theme of protecting the oceans by encouraging pupils to think about how they can contribute to keeping the beaches clean.

●

Read out one of the speech bubbles from the story. In groups, pupils have to try to remember who said the sentence or question.

Imagine you are at the exhibition. How can you help the oceans?

Tell pupils to imagine they are at the exhibition and they are talking about what they can do to help. Read the example sentences together. Then write We can… on the board and elicit a few ways of completing the sentence using the language from Activity 1. Put pupils in small groups to discuss their ideas. Encourage them to agree or disagree with their friends, using functional language. SUPPORT Brainstorm ideas about things pupils can do to help the oceans and write them on the board before pupils attempt the activity. STRETCH Have pupils say whether they agree or disagree with group members and provide further details about how they can implement their ideas, e.g. We can make the beach clean up a school trip. Yes, that’s a good idea. / No, I don’t like that idea.

Look, think and write. Pupils look at the pictures and complete the sentences with the words in the wordpool.

ANSWER KEY: 2 have, 3 tell, 4 pick up, 5 clean, 6 recycle

ACHIEVE Pupils make suggestions about how they can help, using full sentences.

Read the story again. Then think and match. Pupils look at the characters 1–6 and then match them to the activities in a–f. Check answers as a class, referring back to the story frames where necessary.

ANSWER KEY: 2 a, 3 b, 4 c, 5 f, 6 e Imagine helper: Pupils evaluate the story and colour the stars to show how they feel about it. Encourage pupils to think of ideas of their own, as well as use the ones in the story. Put pupils into groups and have them share their ideas.

I can shine!

Assess

I can shine!

Ending the lesson

Activity Book page 42

POSSIBLE ANSWERS: happy, proud

Imagine

●

Imagine you are planning a beach clean up. Choose three things to do. Write. Pupils choose three ideas and write them in the plan. Encourage pupils to think of ideas of their own, as well as use the ones in the story. Put pupils into groups and have them share their ideas.

Extra time: Pupils share their beach clean up plan with a friend.

ADJUST Pupils share ideas about what they can do to help, using short phrases.

EXCEED Pupils make suggestions about how they can help and agree / disagree with their classmates.

Practice: Activity 4

Imagine Helper

I can shine: Activity 5

Story extension

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 129

129 31/03/2021 15:45

Lesson 4 – Structures

Pupil’s Book page 58

Objectives Lesson aim: to describe what people are doing. Target language: What are they doing? They’re (making a film). Are they (picking up rubbish)? Yes, they are. No, they aren’t. Recycled language: clean the beach, jump, make a film, pick up rubbish, recycle rubbish, sleep, swim

• • •

GSE Receptive: Listening: Can identify objects, places or people from short descriptions. Productive: Speaking: Can describe common everyday objects using simple language. Can talk about activities that are happening at the time of speaking.

• •

Build: building confidence Build Build confidence by writing the chant on the board and gradually erasing parts of it as you play the audio and have pupils chant along. Continue erasing until most of the chant is gone and pupils are saying the chant from memory. Point to the ‘Build’ stepping stone and write the lesson objective on the board: We’re learning to ask and answer about what people are doing.

•

Materials Audio; Story cards; music tracks

•

Starting the lesson ●

Lesson 4

5.09

Listen. What are Zoe and Marco doing?

●

5.10

Look at the picture. Point, ask and answer.

Listen and read. Then chant.

Grammar builder What are they doing? Are they

They’re picking up rubbish.

cleaning the beach?

Yes, they are.

playing on the beach?

No, they aren’t.

What are they doing?

Listen. What are Zoe and Marco doing?

ANSWER KEY: They’re making a film about the beach clean up.

RECEPTIVE SKILLS TIP Support pupils’ ability to identify key information in a listening text by pointing out that they need to listen for the question and then pay close attention to what comes next, as it will likely provide the answer.

They’re making a film.

Structures What are they doing? They’re (making a film). Are they (picking up rubbish)?

M06_RS_PB4_5560_M06.indd 58

130

5.09

Focus on the picture and ask questions to elicit ideas about what is happening, e.g. Where are the children? Who is picking up rubbish? Have pupils find Zoe and Marco. Then, play the audio and ask pupils to find out what they are doing. SUPPORT Pause the recording after the answer is given and ask pupils what Sofia says. Play the audio as many times as necessary. STRETCH Play the audio again and have pupils act out the scene in pairs.

Look. Ask and answer.

Zoe and Marco / swim the seals / sleep those children / recycling rubbish the dolphins / jump

iagn ose

Ask pupils if they remember what the children were doing in the story in Lesson 3. Give pupils thirty seconds to look at the pictures from the story. You could use the story cards for this. Then put pupils in pairs and give them one minute to remember as many details as they can from the pictures.

1 ●

Communication Asking for and giving information about events. 3/24/21 4:11 PM

Starting the lesson

Learning path

Practice: Activity 1

Presentation: Activity 2

Extra activity

M08_RS_TB4_5997_M08.indd 130

31/03/2021 15:45

2 ●

● ●

5.10

Ending the lesson ●

Activity Book page 43

Listen and read. Then chant.

Play the audio and have pupils listen and read the examples in the Grammar builder box. Play the audio again and have pupils repeat the chant. Play the track again and have half the class repeat the questions and the other half repeat the answers. SUPPORT Write the examples from the Grammar builder box on the board. Drill the questions and answers with the class. STRETCH Encourage pupils to make assumptions about the grammar, e.g. that questions with What can have many different answers, whereas questions beginning with Are require a yes / no answer.

Build helper: In pairs, one pupil chooses a photo and the other pupil asks questions about what the children are doing, in order to guess which photo it is.

Read Marco’s task together. Draw pupils’ attention to how they can use the new language to build on what they already know. Focus on the wordpool. Pupils ask and answer about the picture in Activity 1 in closed pairs, e.g. What are the seals doing? They are sleeping. Pupils continue, using the target structures in the Grammar builder box and the vocabulary from the wordpool.

● ●

Look, think and write. Pupils look at the photos, then read and complete the questions and answers.

ANSWER KEY: 2 making / they are 3 Are they / rubbish / they aren’t 4 Are they having / No, they aren’t.

BUILD HELPER

Play some music and have pupils act out doing an activity, e.g. swimming, jumping, picking up rubbish. When you stop the music, pupils must stop what they are doing and freeze in that position. Ask What are they doing? and point to several pupils. Elicit answers from the class. Then press play and continue the game.

Build

TEACHER TIME TO SHINE: role play Make the most of the dialogues and stories in the course by having pupils act out the scenes. You can choose to use the audio or have pupils make up / improvise their own dialogues based on the pictures. You can also have them extend the original dialogue by writing and / or acting out the continuation of the conversation or by changing details in the original to spark creativity.

Grammar extension

Grammar 5 Lesson on page 92 of the Pupil’s Book offers extended practice of the grammar introduced in Unit 5. Further teacher’s notes can be found in the teacher resources on the Pearson English Portal.

Activity 1 Sofia Hugo Sofia

Look. Ask and answer.

Invite two pupils to read out the model dialogue. Pupils play the guessing game in pairs. One pupil points to a picture and asks a question. The other pupil answers with a full sentence. Monitor and ensure that pupils are using the target structures correctly, especially the -ing endings. SUPPORT Elicit the activities shown in the pictures before doing Activity 3 and write on the board. STRETCH Have pupils choose two of the characters from the picture in Activity 1 and write a short dialogue between them about their friends.

Hugo Sofia Hugo Sofia Hugo Sofia

Pupil’s Book audioscript

This is wonderful, Hugo! Yes! It’s great! Look at those children! What are they doing? Are they picking up rubbish? Yes, they are! And those children are recycling rubbish. Good! Look at Zoe and Marco! Are they telling people about our beach clean up? No, they aren’t. What are they doing? They’re making a film about it. Oh, cool! The film can tell a lot of people about our beach clean up. Oh, dear. Look at Socks! He’s playing with the crabs! Ouch! No, Socks! That isn’t a good idea!

Extra activity

Have pupils draw their own picture scenes with people or animals doing different activities. They then share their pictures with a friend and ask and answer questions.

Build Helper

Practice: Activity 3

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 131

131 31/03/2021 15:45

Lesson 5 – Communication

Pupil’s Book page 59

Objectives Lesson aim: to talk about events; to differentiate between the sounds in was /wɒz/ (strong form) and /wəz/ (weak form). Speaking function: To ask for and give information about events. Functional language: When is…? What time does it start? Where is it? It starts at (ten o’clock). When was… ? Was it… ? Yes, it was. / No, it wasn’t. Were… ? Yes, they were. Recycled language: Excuse me! ten o’clock, three o’clock

Build: building confidence Build Build confidence by encouraging pupils to notice patterns in the language. Separate parts of questions and colour code, as in the Grammar builder box, e.g. What time / does / it / start? It / starts / at ten o’clock. Where / is / it? It / ’s / on Sunny Beach. Write the lesson objective on the board: We’re learning to talk about where and when an activity is.

• • •

•

GSE Productive: Speaking: Can answer simple questions about times and events (e.g. in a schedule, timetable or calendar). Can use was and were with a range of compliment phrases. Can say simple tongue-twisters and other types of playful language.

•

Wonder

Imagine

Grow

Build

Shine

Lesson 5

5.11

Listen. When is the beach clean up?

1 Excuse me!

When is the beach clean up?

OK, great. Where is it?

5.12

It starts at ten o’clock.

It’s on Sunny Beach.

●

Girl

It was on Sunday. It was yesterday!

Boy

Oh! Were you at the clean up?

Girl

Yes, I was. It was interesting.

Boy

Was it fun?

Girl

No, it wasn’t. It was a lot of work but it was good to help the ocean.

Boy

Were Adam and Holly at the clean up?

Girl

Yes, they were.

●

Listen and say.

●

Listen again and answer.

1 When was the beach clean up? ●

2 Was it interesting? Was it fun?

Think of some events, days and times. Ask and answer.

●

It starts at three o’clock. I can ask for and give information about an event.

Communication Asking for and giving information about events. M06_RS_PB4_5560_M06.indd 59

132

59 3/24/21 4:11 PM

5.11

iagn ose

Listen. When is the beach clean up?

In pairs, have pupils discuss what the people are doing in the pictures on the poster, using vocabulary from Lesson 3 and the present continuous forms from Lesson 2. Ask pupils When is the beach clean up?, then play the audio. Elicit answer from the class. Ask other questions from the dialogue: What time does it start? Where is it? And elicit the answers. SUPPORT Write the questions and answers on the board in jumbled order and match them as a class. STRETCH Have pupils ask and answer the questions in pairs, using the questions in the dialogue.

What time does the picnic start?

The clean up was yesterday. Was it good fun? Yes, it was! It was fun in the sun.

Draw a clock on the board, or use a teaching clock, and show a variety of times (o’clock and half past the hour) and ask What time is it? to review telling the time. Give each pupil a strip of paper and have them draw a watch face and a time in the middle, then stick it on their wrist using tape. Have pupils stand up and walk around the classroom asking and answering: What time is it?

I can shine!

Pronunciation

Look. There’s a beach clean up! When is it?

5.14

Starting the lesson

3 Were Adam and Holly at the clean up?

Listen again and repeat.

5.15

•

Listen and read. What day is it today?

Boy It’s on Sunday.

3 What time does it start?

5.13

Materials Audio; Communication cards; a large teaching wall clock with movable hands, A3 sheets of paper (one per group)

5.12

Listen again and repeat.

Play the audio again, pausing after each line for the pupils to repeat chorally. Elicit the meaning of the question words: When, What time and Where. Then give pupils time to read the dialogue again individually. SUPPORT Drill each question and answer with the class as many times as necessary. Then have half the class practise asking and the other half answering the questions. Swap roles and repeat. STRETCH Have pupils act out the dialogue again, this time changing the details of the event, e.g. the time and place.

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Activity 2

Practice: Activity 3

Practice: Activity 4

M08_RS_TB4_5997_M08.indd 132

31/03/2021 15:46

5 3 ●

●

Write the question on the board. Play the audio and have pupils follow in their books. Elicit the answer from the class and write it on the board (Monday). Play the audio again if necessary. Ask pupils what day is before Monday (Sunday) and write it to the left of Monday on the board. Point out that the beach clean up was ‘yesterday’ and in the past. Write: It was on Sunday. It was yesterday. on the board. Underline ‘was’ for pupils to see the verb change. Elicit the other questions from the class and write them on the board. Underline was and were and tell pupils we use these to talk about events in the past.

4 ●

●

5.15

Think of some events, days and times. Ask and answer.

With communication cards:

●

ACHIEVE Pupils ask for and give information about events happening soon and the past, with some support. ADJUST Pupils ask for and give information about an event which is happening soon, when a model is provided.

EXCEED Pupils ask for and give information about events happening soon and the past, and be able to improvise.

Pronunciation Listen and say.

Play the audio, pausing after each line for the pupils to listen and repeat. Say the first line again making sure to read The clean up was yesterday. with was in its weak form /wəz/. Say the second question: Was it good fun? making sure that was is pronounced in its strong form /wɒz/. Do the same with Yes, it was. (strong form) and It was fun in the sun. (weak form). Play the whole track and have pupils repeat the rhyme. Don’t worry too much if they don’t get weak and strong forms correct, it takes time to internalise and produce these.. Ask pupils to practise saying the rhyme in pairs.

Brainstorm some types of events with the class, e.g. picnic, art exhibition, football match, New Year party, birthday party. Put pupils in pairs (Pupil A and B). Give pupils time to read their instructions. Then invite two pupils to read out the model dialogue in their Pupil’s Book. Have pupils think of three events and decide when and where they are going to be held.

Assess

I can shine!

Listen again and answer.

FUTURE SKILLS: collaboration and communication Have pupils work in groups to create class posters for the sounds they have learnt so far during the course. Each group can work on the sounds of a different unit. They should include the letters in upper case and lower case, and examples of words that contain the sound. As stretch extension, pupils could also make up a tongue-twister or silly sentence to add to the poster.

●

Without communication cards: Pairs then ask and answer questions about their friend’s events.

●

Read the questions with the class and play the dialogue again. Elicit the answers from the class. Pupils then ask and answer the questions in pairs. Pupil’s read the dialogue in pairs. SUPPORT Write the questions on the board and underline the question words and other key words. Pupils look for the key words and underline them in the dialogue. STRETCH Pupils act out the dialogue and then improvise their own similar dialogues.

5 ●

5.14

SUPPORT Elicit and write a model dialogue on the board including What is your event? to help pupils start their conversations. STRETCH Have pupils improvise and ask other questions about the event, e.g. What time does it finish? What can I do there?

Listen and read. What day is it today?

Ending the lesson ●

Play a game. Have one pupil sit at the front facing the class. Give the pupil a flashcard from the unit. Pupils in the class take turns to ask the pupil questions. The pupil can only answer the questions with the corresponding word, even if it doesn’t make any sense. The objective is to make the other pupils laugh. The first pupil to laugh is the next to sit at the front.

Activity Book page 43 I can shine!

Today is Sunday. Ask and answer about the Our oceans event. Have pupils read the information in the table. Pupils then ask and answer questions about the information in pairs using the model dialogue to help them.

Ask confident pupils to act out their dialogues for the class. Pronunciation: Say beaches. Circle the words with the same sound at the end. Pupils circle the words ending with the same sound. ANSWER KEY: princes, seahorses, whales, sandwiches, dresses

Practice: Activity 5

Pronunciation practice

I can shine: Activity 6

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 133

Build

●

5.13

133 31/03/2021 15:46

Lesson 6 – Global citizenship

Pupil’s Book page 60

Objectives Lesson aim: to read about how we can protect the oceans Cross-curricular connection: Science Global citizenship theme: Protecting the environment Target language: brilliant, dangerous, safe, terrible Recycled language: clean up, make a film, pick up rubbish, recycle rubbish, tell people

•

GSE Receptive: Reading: Can understand basic details in simple informational texts (e.g. brochures, leaflets). Receptive: Reading: Can identify key information in short, simple, factual texts. Receptive: Listening: Can identify key information (e.g. day, date, location) in short announcements about events, if spoken slowly and clearly.

• • •

•

al Citiz e ob

Materials Audio; Flashcards

al Citiz e ob

Grow: nurturing growth in society Grow Use effective questioning strategies to help pupils develop a sense of responsibility for protecting the oceans and their life, and explore what the pupils can do to help within their local community. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re reading about how we can protect the oceans.

•

• • • • •

OptA Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Starting the lesson

al Citiz ob

OptB

I appreciate special clothes

●

BEN’S BLOG:

al Citiz e ob

●

I play with friends!

I try different food!

●

It’s Kids’ Ocean Day in Los Angeles, USA. Look! There are four thousand children at a beach clean up! They’re picking up rubbish. They’re making a big picture on the beach, too. What animal can you see? All these young people are helping the oceans but everyone can help. And I want to help, too! Let’s have a clean up at our beach!

Make a film!

●

Listen and read. Choose the best title for the blog post.

a Animals in the ocean b Young people and the oceans

5.17

Listen. Which event from Ben’s blog does the man talk about?

5.18

Listen again and choose.

1 The beach clean up is at Seal Beach / Whale Beach.

Read again. Answer the questions.

2 The plastic rubbish is / isn’t dangerous for sea animals.

1 How old is Ben?

● ●

c My holiday by the ocean

2 Where does Boyan Slat come from?

3 The beach clean up is on Saturday 3rd / 13th July.

3 What are the children from Hawaii doing?

4 The beach clean up starts at ten / two o’clock in the morning.

Global Citizenship A blog about projects to help the oceans

M06_RS_PB4_5560_M06.indd 60

134

●

4 What are the children from Los Angeles doing?

Look at the pictures. What can you see?

Display the flashcards from Lesson 1 and 3 and review the vocabulary. Pupils look at the two photos and describe what they see, in pairs. Ask pupils which photo they think is more interesting and why.

Is there a beach, a park or a forest near your home? Can you help to clean it up?

3/24/21 4:11 PM

iagn ose

Write on the board: We need to look after our oceans. Write some useful functional language on the board to provide support, e.g. We should / We need to… because… ; … are important because they… and ask if pupils agree or disagree. Put pupils in groups and have them try to think of at least two reasons why they agree or disagree.

I appreciate special clothes

Go to a beach clean up!

Boyan Slat from the Netherlands has got an Ocean Clean Up project. His team pick up rubbish in the oceans. Then they recycle the rubbish. It’s a brilliant project! Some school children from Hawaii, USA, are making a film. The film is about rubbish in the ocean. There’s a lot of plastic rubbish on the beaches in Hawaii. It’s a terrible problem.

I appreciate special clothes

It isn’t safe for the animals in the ocean. This film is a great way to tell people about ocean rubbish.

I celebrate all families!

Clean the oceans!

5.16

I try different food!

I share toys!

Today, I want to talk about our oceans! There’s a lot of rubbish in the ocean. This rubbish is dangerous for the animals! How can young people help? Let’s find out!

I play with friends!

Let’s be friends

al Citiz e ob

OptD 3rd March

Hello! I’m Ben and I’m ten years old. Welcome to my blog! I like writing about the world around us. I hope you enjoy reading my blog. bal Citize bal Citize bal Citize

I celebrate all families!

I share toys!

Let’s be friends

I try different food!

Look at the pictures. What can you see? OptC

I play with friends!

Lorem ipsum

I appreciate our oceans.

Let’s be friends I share toys!

Lesson 6

●

5.16

Listen and read. Choose the best title for the blog post.

Give pupils a few seconds to look at the blog post. Read the introduction together. Then ask one or two comprehension questions, e.g. How old is Ben? Play the audio and have pupils read the blog post as they listen. Ask pupils which title they think best fits the blog post. ANSWER KEY: b

RECEPTIVE SKILLS TIP Ask pupils to read the questions in Activity 3 and underline the important words – those that Writing A poster about a beach clean up tell them what information to look for. Then tell them to think about what kind of word the answer might be, e.g. a number, an activity, etc. This will make it easier for them to locate answers in the text.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

M08_RS_TB4_5997_M08.indd 134

31/03/2021 15:46

5 3 ●

●

ANSWER KEY: 1 ten, 2 the Netherlands, 3 making a film, 4 picking up rubbish

4 ●

●

ANSWER KEY: The beach clean up in Los Angeles.

●

Play the Picture card mime game. (See pages 26 and 27.)

Activity Book page 44

Have pupils read the sentences and see if they remember any of the answers. Play the audio and have pupils circle the correct words to see if they were correct. ANSWER KEY: 1 Seal Beach, 2 is, 3 3rd, 4 ten

GROW HELPER Read Eva’s question together. As a class, elicit ideas about local natural areas that may need cleaning up, e.g. places where pupils have seen litter or other problems that harm the environment or wildlife. Discuss what they could do to solve the problem.

5.19

Listen and number. Then write. Listen again and check. Play the audio and have pupils listen and number the sentences. They then complete the sentences with the words from the wordpool. Play the audio again to check.

ANSWER KEY: 2, 1, 4, 3 2 dangerous, 1 terrible, 4 brilliant, 3 safe Grow helper: Pupils guess and discuss the question in pairs. ANSWER KEY: Between 4.8 and 12.7 million tonnes of plastic enter the ocean each year.

Listen again and choose.

5.18

Read, look and number. Pupils number the sentences according to the pictures.

ANSWER KEY: b 1, c 4, d 3, e 2, f 4, g 2, h 1

Listen. Which event from Ben’s blog does the man talk about?

5.17

Tell pupils that they are going to find out more about one of the projects in the blog post. Number pupils 1–3 and assign each number to one of the three ideas: the Ocean Clean Up project, the film and the beach clean up. Play the audio and have pupils listen for which event the man talks about. The pupils with that number stand up.

●

Look, think and write. Pupils look at the photos, then read and complete the paragraphs.

ANSWER KEY: Picture 1: 2, dangerous, 3 brilliant, 4 pick Picture 2: Pupils’ own answers

Extra time: Pupils think about the size of different sea animals and estimate which one is a similar size to a human being of their age.

Activity 4 Man

Background information (Culture and CLIL) In this lesson, pupils explore the importance of protecting the natural world in greater depth by becoming aware of the causes. Ask pupils if they know of any similar events to those in the lesson, or whether they think such events could be organised. FUTURE SKILLS: critical and reflective thinking Ask pupils to choose a common litter item, e.g. a plastic bag or a crisp packet, and to write a short story about a typical day from the point of view of their chosen item. Write an example, e.g. I’m a crisp packet. I’m in a dark place with an apple and a bottle of water. Hurray, I’m going outside! Oh! Somebody is eating my crisps! Woah! It’s very windy now and I’m flying!

Pupil’s Book audioscript

Hello, everyone. Thank you very much for coming. I want to tell you all about our clean up at Seal Beach next week. But first, I want to show you a photo. Can you see what it is? It’s a photo of a big beach clean up on Kids’ Ocean Day in Los Angeles, USA. The children there want us to help them and clean up our beaches, too! I think that’s a brilliant idea, so let’s clean up our own Seal Beach! There’s a lot of plastic rubbish on our beach. It’s terrible and it is very dangerous for the seals, dolphins and whales in our ocean. Let’s pick up the rubbish and then we can recycle it. We want a safe beach for our amazing sea animals. So, our beach clean up is on Saturday the 3rd of July. It’s from ten o’clock in the morning to two o’clock in the afternoon. Let’s meet at the café on the beach at ten o’clock. Come and have a great day on Seal Beach. Thanks, again, everyone! Together, we can help the oceans! OK, are there any questions? Yes… .

Practice: Activity 4

Practice: Activity 5

Grow Helper

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 135

Grow

●

Ending the lesson

Read again. Answer the questions.

Pupils read the questions and then read the blog post again and answer the questions in their notebooks. Ask pupils to find the words in bold in the blog post. Ask pupils to read the sentences where they found the words again and use the context to decide which words are positive and which are negative. Remind pupils of the I wonder question, and ask them to find the answer in the text.

135 31/03/2021 15:46

Lesson 7 – Writing

Pupil’s Book page 61 Grow: nurturing growth in society Grow Encourage a further sense of pupils’ sense of social responsibility and community and make their writing meaningful by encouraging them to take their writing a step further. They could make a poster inviting people to a real event at your school or a local place, such as a bake sale to raise money for a charity which protects the oceans. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re making a poster about a clean up event.

Objectives Lesson aim: to make a poster about a clean up event Text type: a poster Recycled language: pick up rubbish, recycle rubbish; seals, dolphins, whales

•

• • •

GSE Receptive: Reading: Can understand short, simple messages about when and where to meet. Productive: Writing: Can write short, simple messages relating to everyday matters.

• •

•

Materials Audio; A3 sheets of paper or card (one per group)

•

Wonder

Imagine

Build

N NY

Listen and read. What event is Ben’s poster for?

5.20

AN UP

AC H C

Lesson 7

Shine

Grow

Where?

Starting the lesson ●

Sunny Beach

When? Sunday 4th August What time? 9.00–12.00

Come and help! We can help the seals, dolphins and whales.

●

We can pick up rubbish from the beach and we can recycle it. See you at nine o’clock in front of New Hotel!

●

Our writing workshop 2

5.21

Ideas generator Listen and match. Luis

Jen

Ben

Give it a go Plan your poster with a friend.

Ola

5.20

Listen and read. What event is Ben’s poster for?

Look at the photo of the boy and elicit that he is Ben from Lesson 6. Ask pupils if they remember the ideas from Ben’s blog post. Encourage them to look back at the blog post on page 60 and find out what Ben plans to do. Tell pupils that Ben has made a poster. Play the audio and have pupils read the poster as they listen and find out what the event is for. ANSWER KEY: a beach clean up

Where is your clean up?

SUPPORT Read each sentence together and check comprehension with questions, e.g. What animals are there? How can people help? STRETCH Ask pupils if they can think of any other information that Ben could include in his poster.

Which day is your clean up? What time does it start? What time does it finish? Where do people meet?

iagn ose

Refer pupils back to the Big Picture in the unit opener on page 54 and ask them if they can see any problems. Review vocabulary from Lesson 1 and Lesson 3. Ask pupils how they can help the animals in the picture.

This is our beautiful beach. Let’s clean it up!

I can shine!

●

Write your poster about a beach clean up together.

I can write a poster about a beach clean up.

Writing A poster about a beach clean up M06_RS_PB4_5560_M06.indd 61

●

5.21

Ideas generator Listen and match.

Ask pupils to look at the four photos and name the places. Tell them they are going to listen to four people saying how they are going to clean up these places. Play the audio and have pupils match the children’s names to the pictures. Ask pupils if they have any of these places near their home or school.

3/24/21 4:11 PM

ANSWER KEY: 1 Luis, 2 Ben, 3 Ola, 4 Jen

136

Starting the lesson

Learning path

Presentation: Activity 1

Extra activity

Practice: Activity 2

M08_RS_TB4_5997_M08.indd 136

31/03/2021 15:46

5 3 Give it a go ●

●

ACHIEVE Pupils write a poster for an event, containing basic information. ADJUST Pupils write a poster for an event, containing basic information, when a model is provided.

EXCEED Pupils write a poster for an event containing essential and additional information.

Ending the lesson

Planning support Bring in some photos or leaflets of

local areas that could benefit from a clean up. You could also see if there is any information online about local projects that are relevant to the task. Give pupils plenty of time to look at the materials and think about how they could clean up the places.

●

Ask pupils which event they think it would be practical to organise in real life. Choose one together and plan and hold the event as a class. Depending on your circumstances, you could get parents and the local community involved, or it could be within the school, e.g. cleaning up the playground and keeping it tidy.

Activity Book page 45

FUTURE SKILLS: collaboration and communication Ask pupils to discuss when the best time to hold the event is. Elicit that weekends are usually better as more people can go. Ask pupils what time they think is best and how long they think the clean up will last. Discussing this will help pupils make informed decisions based on practical information, which is an essential life skill.

Assess

I can shine!

Grow

●

Plan your poster with a friend.

Brainstorm ideas about the places that pupils could write about and write on the board. Read the four planning steps together and check comprehension. In groups, pupils choose a place and answer the questions together by making notes about it in their notebooks. The event does not need to be real. Monitor and offer support and guidance as necessary. SUPPORT Go through each step in turn using the model in Activity 1, and have pupils identify the answer to each question. STRETCH Have pupils think of more information they could include on their poster, e.g. what do people need to bring? What will they do to clean up the place? Why is it important to clean up this place?

Read and circle. True or false? Pupils read the poster then circle the correct options.

ANSWER KEY: 2 F, 3 F, 4 T, 5 F

2 Give it a go

Write your poster about a beach clean up together.

Have pupils make their posters in groups, using their notes from the planning stage. As they are writing, monitor and provide support as required. Invite groups to present their posters to the class. Encourage pupils to give each other feedback on the other groups’ work, focusing on the things they like. Provide feedback on the pupils’ written work, focusing on the target vocabulary and the use of capital letters for days of the week, months and place names. SUPPORT Pupils write a rough draft of the information they want to include before copying it out on their poster. STRETCH Pupils write a more detailed description of their event, using the model in Activity 1.

Imagine a film about sea animals. Make notes. Elicit the names of films about animals. Then tell pupils to imagine a new film and to answer the questions about it. Pupils then ask and answer the questions in pairs.

I can shine!

Make a film poster. Pupils make a poster for the film they imagined in Activity 2. Fast finishers can draw pictures and decorate their posters.

Check your work: Pupils read each other’s work and check their use of capital letters.

Activity 2

Pupil’s Book audioscript

Jen

Hi! I’m Jen. We’re writing posters about clean ups in different places! What are you writing, Luis? Luis I’m writing a poster about a park clean up. What about you, Jen? Jen I’m writing about a forest clean up. There’s a beautiful forest near my house. What are you writing, Ben? Ben I’m writing about a clean up at the beach. Ola Cool! I’m Ola. Look at my poster. It’s about a clean up in our school playground! Ben That’s a good idea, Ola!

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 137

137 31/03/2021 15:46

Lesson 8 – Review

Pupil’s Book page 62

Objectives Lesson aim: to review the language from Unit 5 Revised language: crab, dolphin, jellyfish, octopus, seahorse, seal, shark, snail, starfish, whale; The (sharks) are (swimming). They aren’t (walking). What are they doing? They’re (making a film). Are they (picking up rubbish)? Yes, they are. No, they aren’t.

• •

GSE Productive: Speaking: Can say what people are doing at the time of speaking if supported by pictures or gestures. Can ask simple questions about very familiar topics.

•

Shine: Time to shine! Shine Encourage pupils to reflect on what they have learnt during the unit. Ask pupils to look back through Unit 5 and 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. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re reviewing what we’ve learnt in the unit.

•

Materials Flashcards; Our World video; Audio

•

Starting the lesson

Our ocean play Step 1

●

Review

What are they doing? Can you name other sea animals?

●

Those children are picking up rubbish.

Look again. Ask, answer and guess. Are they having a no-waste picnic?

Look. Ask and answer about the beach clean up.

How can you help the oceans?

●

Watch and listen.

● ●

We can pick up our rubbish.

●

Unit review Unit objectives review

M06_RS_PB4_5560_M06.indd 62

138

Give pairs three minutes to write down as many animals as they can. When they have finished, encourage them to compare their lists with those they wrote in Lesson 1. This will help pupils notice how much they have learnt during the unit.

No, they aren’t.

iagn ose

Step 1: Review ●

The seals are playing.

3/24/21 4:11 PM

What are they doing? Can you name other sea animals?

Ask pupils to look at the picture and name the animals they see. Invite two pupils to read the model dialogue. In pairs, have pupils talk about what the people and animals are doing in the picture, using the target structures and vocabulary from the unit. See how many other animals they can name (e.g.Acting out a play Unit project from their list in Starting the lesson). SUPPORT Display the flashcards for the unit and elicit or write model sentences on the board for support. STRETCH Have pupils take turns to say a sentence in pairs. They should try to keep going, saying new sentences for as long as possible.

Starting the lesson

Learning path

Review: Song

Review: Activity 1

Review: Activity 2

Review: Activity 3

M08_RS_TB4_5997_M08.indd 138

31/03/2021 15:46

5 2 ●

●

Review present continuous open and closed questions using the Grammar builder box on page 58, including short answers. Invite two pupils to read the model dialogue. In pairs, pupils ask and answer questions about the picture in Activity 1.

●

Activity Book page 46

3 ●

●

Look. Ask and answer about the beach clean up. Write the question words When, Where and What time on the board and elicit and write the questions from Lesson 5. Then elicit example answers for these questions using the poster on page 59. Pupils ask and answer questions about the beach clean up event using the information in the poster in Activity 1. SUPPORT Jumble the words in the questions and answers and have pupils write them in order before doing the activity, e.g. the beach clean up / Where / is / ? STRETCH Have pupils ask and answer about what activities they will do in the beach clean up, using the vocabulary from Lesson 3.

●

Elicit ideas about how plastic can be dangerous to ocean life. Refer pupils back to the story and have pupils think about the problem of plastic in the ocean. Elicit ideas as to how pupils can help the oceans in everyday life, e.g. make sure plastic used at home is recycled, don’t leave rubbish on the beach, don’t buy things in plastic packaging, try not to use plastic shopping bags. SUPPORT Write useful vocabulary and structures on the board to help pupils with their discussions. STRETCH Have pupils make a mind map of their ideas in their notebooks as they discuss them.

Extra activity

Write some jumbled sentences with the -ing form on the board, starting with shorter sentences and building up to slightly longer ones: e.g. are The jumping sharks. (The sharks are jumping.); the sleeping in The seals aren’t sea. (The seals aren’t sleeping in the sea.); on octopus The a sitting is rock. (The octopus is sitting on a rock.); rocks Are on crabs the climbing the? (Are the crabs climbing on the rocks?). Invite the class to help you put the words in the correct order in each sentence.

Ask pupils what they remember about the Our World video from Lesson 1. Then play the video again and encourage pupils to notice any new ideas. Discuss any new things pupils have noticed with the class and encourage them to draw conclusions about plastic and plastic waste in the oceans. Ask How serious is plastic waste for our oceans today?, How can we use less plastic at home?.

Have pupils make a class mural of a beach scene. You could use blue and yellow construction or tissue paper for the background. Pupils can draw or find pictures of animals and people doing different activities from the unit. You can use this mural to practise the vocabulary and structures from the unit.

Think and write. Then ask and answer. Pupils read the skeleton dialogue and then complete it using the functional language, in the present simple. If your pupils need support, refer them to the picture in Pupil’s Book, page 62, to form their questions and answers. They then act out the dialogue in pairs.

ANSWER KEY: Pupils’ own answers

Watch and listen.

Extra activity

5.22

Listen and tick (✓). Then write. Play the audio and have pupils tick the picture for each exchange. Give them time to complete the dialogues, then play the audio again for them to check.

ANSWER KEY: 1: 2 What are, 3 Are they, 4 they are 2: 2 What are, 3 doing, 4 Are they, 5 starfish, 6 looking at crabs

How can you help the oceans?

Think and write. What’s the word in the box?. Pupils unscramble the letters for the words and write them in the puzzle. They then identify the secret word.

ANSWER KEY: 2 octopus, 3 crab, 4 shark, 5 make a film, 6 pick up rubbish, 7 seal, 8 whale Word: starfish

ANSWER KEY: Where is the beach clean up? It’s on Dolphin Beach. When is it? It’s on Saturday. What time does it start? It starts at ten o’clock.

●

Ask pupils to look back at the I wonder question on page 54 and see if they can answer it now. Encourage pupils to share what they have learnt about Kids’ Ocean Day or similar clean ups and whether or not they would like to take part in one.

Extra time: Pupils read the clues in the riddle and write the word. Fast finishers can make their own riddles. ANSWER KEY: crab

Review: Activity 4

Our World video: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 139

Shine

●

Ending the lesson

Look again. Ask, answer and guess.

139 31/03/2021 15:46

Lesson 9 – Project: Make a play Objectives Lesson aim: to create and perform a play Revised language: crab, dolphin, jellyfish, octopus, seahorse, seal, shark, snail, starfish, whale; clean the oceans, make a film, pick up rubbish, recycle rubbish

• •

GSE Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way. Can talk about activities that are happening at the time of speaking.

•

Wonder

Step 2

Imagine

Build

Grow

Shine: Time to shine! Shine Ensure that pupils of all abilities can showcase their achievements during collaborative stages. This can be achieved by setting up mixed-ability groups, providing support and making sure all pupils have a chance to participate and shine through group work, collaboration and turn-taking. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re creating a play about helping the oceans.

• •

Materials Flashcards; A3 or A4 paper or card (one per pair or group), A3 card / card file dividers / folders that open out (one per pupil, for the lapbooks), A4 paper (one per pupil), glue, scissors

•

Shine Shine

Starting the lesson ●

Create

Which are your favourite sea animals? What can they do?

Dolphins are my favourite sea animals. They’re beautiful! They can swim and they can jump!

Pupil’s Book page 63

How can you help the animals in the ocean?

●

We can pick up rubbish.

●

Create and act out a play in your group.

Share your play with the class! Guess what the other children are doing.

Which play has the most ideas? ●

bish.

Are you recycling rubbish?

Play a miming game. Invite a pupil to the front and show them a flashcard from Vocabulary 1. The pupils mime the animals and the other pupils guess what they are. Repeat with other animals. Give definitions of some of the animals and have pupils guess what they are, e.g. This animal can swim and jump. It hasn’t got any legs. It’s grey.

This section focuses on personalisation, collaboration and creativity. In Activity 6 pupils brainstorm ideas and review key vocabulary to write about their favourite sea animal. Activity 7 fosters collaboration and communication skills, as pupils work in pairs to get ideas and plan the project together (a mimed play). In Activity 8 groups improve and rehearse their mimed play before performing it to the class in Time to Shine! Make sure that pupils understand the steps to success for the project. Give pupils clear, step-by-step instructions: 1 Decide who the characters in your play are. 2 Think about what each character will do in the mime. 3 Make a list of things you need for your play. 4 Practise your play in your group. 5 Perform your play to the class.

Yes, I am!

6 ●

I can create a play about helping the oceans.

Unit project Acting out a play M06_RS_PB4_5560_M06.indd 63

140

iagn ose

Step 2: Create

We can make a film about rubbish in the ocean.

Time to shine!

63 3/24/21 4:11 PM

●

Which are your favourite sea animals? What can they do?

Read the example together. Then ask pupils if they agree. Ask Which are your favourite sea animals? Give pupils time to think and write a description of their favourite sea animals individually. Encourage them to use the target vocabulary and structures from the unit. SUPPORT Review target vocabulary using the flashcards and display on the board. STRETCH Pupils read out their descriptions to the class without naming the animal. The other pupils guess which animal it is.

Starting the lesson

Learning path

Project: Activity 6

Project: Activity 7

Project: Activity 8

M08_RS_TB4_5997_M08.indd 140

31/03/2021 15:46

5 7 ●

●

Remind pupils of the dangers sea animals face by eliciting their ideas from Activity 5. Review the vocabulary from Lesson 3 using the flashcards. Then invite two pupils to read out the examples in the speech bubbles. Have pairs discuss what they can do to help sea animals, using as much of the target vocabulary from the unit as possible. Encourage them to think about preventive measures, such as not buying things with plastic packaging. Invite a few pairs to share their ideas with the class.

8 ●

●

Create and act out a play in your group.

Tell pupils that they are going to act out their ideas in a play. Elicit that a play is like a story told through actors in a theatre. Give pupils time to think about which ideas from previous activities they want to include. Pupils work on their plays in groups. Encourage them to include several different ideas. They can decide to include dialogue between the characters in their play and use props. When they are ready, have them rehearse. TEACHER TIME TO SHINE: different roles Not all pupils feel comfortable acting in a play with an audience. Allow those pupils to take a behind-the-scenes role if necessary. They can help direct the play, make props or write the dialogue.

●

sess

Which play has the most ideas?

Ask pupils which play they think had the most ideas. Invite pupils to say which ideas they particularly liked.

Ending the lesson ●

●

Ask pupils to look back through the unit and to find something they would like to do again. This could be the song, an activity or a game. Hold a vote to find out which activity is the most popular and then have pupils do it again. Refer pupils to the Progress Chart on page 3 in the Pupil’s Book. Have them read the sentences for each skill and notice what they have achieved so far.

Activity Book page 47

Think and write. Then tell your friend. Pupils think and write the names of the animals that are in danger and the actions people can do to help. They then share their ideas in pairs.

Make your lapbook. Find pictures or draw. Then write. Pupils find or draw pictures of their ideas and complete the sentences. They then paste the pictures and text into their lapbook.

Home-school link: Pupils talk about how they can help the oceans using their knowledge and target language from the unit.

Time to shine!

10 ●

Share your play with the class! Guess what the other children are doing.

Tell pupils they are going to watch the plays. Look at the model dialogue and elicit that pupils will ask and answer questions about what activities their friends are doing. Each group performs their play. After each performance, invite questions from the other groups, e.g. Are you making a film? SUPPORT Ask a confident group to perform their play first as a model. Then ask questions and have the class answer them. STRETCH Have pupils write a script for their play in their notebooks.

Shine

●

How can you help the animals in the ocean?

Assess

ACHIEVE Pupils act out a play which includes key phrases and names of sea animals from the unit.

ADJUST Pupils act out a play which includes some of the key phrases about taking care of the oceans, with support.

EXCEED Pupils act out a play which includes key phrases, the names of sea animals and their own ideas for taking care of the ocean.

PROJECT TIP Set up the classroom as a theatre, with an area at the front for the stage and the chairs in rows for the audience. Introduce each group and make sure that the audience are sitting quietly. After each performance, encourage the audience to give the actors a round of applause.

Time to shine: Activity 9

Time to shine: Activity 10

Ending the lesson

Learning path

M08_RS_TB4_5997_M08.indd 141

141 31/03/2021 15:46

! r e h t e g o t y a l p Let’s es

Key learning outcom

in Unit 6, the pupils will:

Wonder

Talk about sports they are going to / are not going to do

Imagine

Understand a story about a team race

Build

Make arrangements to do some sports with a friend

Grow

Write a note inviting a friend to do an unusual sport

Shine

Plan a sports weekend

142 M09_RS_TB4_5997_M09.indd 142

31/03/2021 15:53

Unit overview Target vocabulary Sports: do athletics, do gymnastics, go snowboarding, go swimming, play badminton, play baseball, play basketball, play table tennis, play hockey, play volleyball Sporting activities: bounce a ball, hit a ball, jump hurdles, run a race, throw a ball, win a race Adverbs of manner: badly, quickly, slowly, well

Functional language Are you free on (Saturday)? Yes, I am. / No sorry, I’m not. Do you want to…? Yes, please.

Recycling and building This… / That… I want to…

Target structures I’m going to… / I’m not going to… Are you going to…? Yes, I am. / No, I’m not.

Pronunciation /θ/ (think) and /ð/ (their)

Values I learn about playing together as a team.

Competency focus Show solidarity and an interest in resolving problems.

Language stretch I / You can do it!

Key progress indicator chart GSE range for Level 4: 26–35 (stretch 39) Development indicator: Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. Can talk about plans for the future in a simple way. (38)

Use simple language to talk about and describe familiar objects and situations or basic opinions or attitudes in short stretches of speech.

Can talk about their hobbies and interests, using simple language. (34)

Use simple language to talk about and describe familiar objects and situations or basic opinions or attitudes in short stretches of speech.

Can make suggestions about doing common everyday activities, using a basic fixed expression. (38)

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

Writing

Write simple sentences about the world around me.

Working towards: writing a short text of 4–6 sentences on common topics and at the highest level being able to write for a range of social and interpersonal purposes. Can write simple sentences about future plans using fixed expressions. (38)

Write a short text on common topics and situations using simple language.

143 M09_RS_TB4_5997_M09.indd 143

31/03/2021 15:53

Lesson 1 – Vocabulary

Pupil’s Book page 64

Objectives Lesson aim: to learn vocabulary connected to sports Target language: do athletics, do gymnastics, go snowboarding, go swimming, play badminton, play baseball, play basketball, play table tennis, play hockey, play volleyball Recycled language: This / That: I want to…

• • •

GSE Receptive: Listening: Can understand simple expressions about likes and dislikes in short, simple stories or dialogues, if spoken slowly and clearly. Productive: Speaking: Can talk about their hobbies and interests, using simple language.

• •

Wonder: sparking curiosity Wonder Invite pupils to ask questions during the lesson and unit, and make connections between the sports they see in the unit and the sports they do or would like to do. Point to the ‘Wonder’ stepping stone and write the learning objective on the board: We’re learning to talk about sports.

• •

Materials Audio; Our World video; Flashcards; a ball; My free-time activities poster

•

Starting the lesson: warm up and song

Let’s play together!

●

Museum going to do. Talk about sports I’m going / not Talk about a team race.

Big Picture: What can you see?

a friend. Make a plan to do sports with an unusual sport. Write a note to a friend about

●

Plan a sports weekend.

2 1

2 go snowboarding 6 play volleyball 10 do gymnastics

3 go swimming 7 play basketball

der…

What kind of sport is sepak takraw?

4 do athletics 8 play table tennis

What can you see?

6.01

Listen and find.

6.02

Listen and point. Then listen and repeat.

●

Watch and listen. ●

Look, point and say. That boy is playing hockey.

●

Those children are doing athletics.

● M07_RS_PB4_5560_M07.indd 64

3/24/21 4:17 PM

●

144

troduc

iagn ose

6.01

Listen and find.

Look at the Big Picture. Play the audio and have pupils point to the sports in the picture as they hear them. Ask a gist question: Do the children like sports? and play the audio again. Ask follow-up questions, e.g. What sports does Zoe want to do? Does Sofia want to play basketball?

Vocabulary Sports

Look at the Big Picture and elicit that the exhibition is about sports. Brainstorm sports pupils already know, e.g. tennis, football, sailing, rock climbing, etc. and write on the board. Ask questions about the picture, e.g. Are they (playing football)? using the vocabulary you reviewed in the first step. Encourage pupils to answer No, they aren’t (playing football). SUPPORT Write useful target structures on the board for pupils to refer to as they do the activity. STRETCH Encourage personalisation to engage pupils with the Big Picture by having them point to and say which sports they play or don’t play.

Which of these sports do you want to do?

Lesson 1

●

I 1 play baseball 5 play hockey 9 play badminton

Play the Rise and Shine Welcome Song and have pupils sing along. Then practise with the karaoke version. Show pupils a ball and ask them to think of a lot of different ideas for things they could do with the ball. Brainstorm as a class and write their ideas on the board.

6.02

Listen and point. Then listen and repeat.

Starting the lesson

Learning path

Big Picture

I wonder

Presentation: Activity 1

Presentation: Activity 2

Flashcards

M09_RS_TB4_5997_M09.indd 144

31/03/2021 15:54

6 Ending the lesson

I wonder

FUTURE SKILLS: enquiry and imagination Introduce the global citizenship theme of team sports. Ask pupils if they are in any teams. Elicit answers, then ask Why is it good to play in a team?

3 ●

●

Activity Book page 48

Watch and listen.

Tell pupils that they are going to watch a video about sports. Ask them which sports they think they will see in the video. Play the video once all the way through for pupils to check their ideas. Play the Our World video on mute so that pupils can’t hear it. After each section, pause and ask pupils to tell their partner what they think the narrator was saying. Repeat for the remaining sections. Play the video again and ask comprehension questions, e.g. What hobby / sport can you see here? What do you need to play badminton / hockey, etc. What is the girl / boy doing? What are the girls / boys doing? Are they hitting the ball badly? Are they running slowly?

4 ●

●

Play a miming game. Pupils can work as a class or in small groups. Pupils take turns to mime a sport from the lesson. The rest of the class / group must guess what the activity is. If they guess at first attempt, they get five points, if at the second try, three points, and at third attempt, one point. Pupils can play the game as a class or in small groups. One pupil mimes a sport, e.g. go swimming for the rest of the class / group to guess.

●

Look, point and say.

Write the example sentences from the speech bubbles on the board and underline to be and the -ing form of the main verb. Elicit more examples using do, go and play. Ask a pupil to read the examples and have the class find the children in the picture. Pupils take turns to describe what different children are doing in the Big Picture.

t’

●

Read the I wonder question on page 64 and have pupils make guesses about the sport. Ask questions to help guide pupils, e.g. Is it a team sport? Do people play it indoors or outdoors? Pupils will find out more about this sport in Lesson 6.

s Revie

Which animals have tails? Think and circle. First, review the vocabulary. Then have pupils classify the words.

ANSWER KEY: shark, whale, seahorse, crab, snail

Read and number. Pupils look at the picture, read the words and number them according to the picture.

ANSWER KEY: 1 gymnastics, 2 table tennis, 3 basketball, 4 swimming, 5 athletics, 6 badminton, 7 volleyball, 8 snowboarding, 9 baseball, 10 hockey

Complete. Then tell your friend. Pupils classify the sports in Activity 1 according to the collocation with the verbs. They then tell a friend what sports they like and don’t like doing, using the example dialogue as a model.

ANSWER KEY: play: baseball, basketball, hockey, table tennis, volleyball go: snowboarding, swimming do: athletics, gymnastics Wonder helper: Pupils make a list of team sports in pairs.

WONDER HELPER Read Sofia’s question together, then have pupils discuss the sports they want to do in pairs or small groups. For support, write I want to… as a prompt on the board.

Extra time: Pupils discuss in pairs the sports people do in winter. Extend by having them say which sports people do in summer and in both seasons.

Activity 1

Pupil’s Book audioscript

Marco Wow! Look at this room! It’s amazing! Zoe I can see a lot of different sports. Sofia Look at that girl! She’s going snowboarding. And that boy is playing hockey. Hugo Oh, yes! And look at those two children. They’re playing table tennis. Zoe I love table tennis! I want to play. I want to play volleyball, too. Oh… and I want to do gymnastics. That looks fun! Marco That boy is playing basketball. I love playing basketball. Sofia Me too! It’s a lot of fun. And I want to play baseball.

Extra activity

Draw a Venn diagram on the board. Choose two sports and write one in each circle. Ask pupils to think of similarities and differences between the two sports and write them in the diagram, e.g. badminton and hockey: You play badminton inside. You play hockey outside. Hockey is a team sport. Badminton isn’t a team sport. Pupils can then make their own diagrams for different sports.

Extra activity

Our World video: Activity 3

Practice: Activity 4

Wonder Helper

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 145

Wonder

●

145 31/03/2021 15:54

Lesson 2 – Song and structures

Pupil’s Book page 65

Objectives Lesson aim: to talk about plans Target language: What are you going to do? Are you going to (do gymnastics)? Yes, I am. / No, I’m not. Recycled language: sports; game, pool, snow Receptive language: too, the same, have a go

Wonder: sparking curiosity Wonder Engage pupils with the Big Picture by having them explore other perspectives and points of view. Ask them to think about what the different people in the picture might be thinking or feeling as they do their sport. Point to the ‘Wonder’ stepping stone and write the lesson objective on the board: We’re learning to talk about what sports we’re going to do.

•

• • • •

GSE Receptive: Listening: Can understand simple phrases related to familiar topics, if spoken slowly and clearly and supported by pictures. Productive: Listening: Can identify key information about future plans in short, simple dialogues. Productive: Speaking: Can talk about plans for the near future in a simple way.

• • •

•

Materials Audio; Flashcards

•

Starting the lesson Imagine

Wonder

Build

Grow

Shine

Song

7 8 10

●

Let’s do sport together. Let’s run, let’s jump, let’s play! Let’s have fun together. Let’s do sport every day!

●

I’m not going to go swimming, I don’t like going to the pool. I’m going to do athletics. Do you want to do that, too?

●

I’m not going to play badminton, I don’t like playing that game. I’m going to play volleyball. Do you want to do the same?

●

Chorus I’m not going to go snowboarding, I don’t like playing in the snow. I’m going to play table tennis. Do you want to have a go?

I can shine!

Lesson 2

6.03

6.05

Read and sing.

Listen, find and point.

Imagine you’re at the exhibition. Make sentences about the picture.

Talk about sports you’re going to do next week. I’m going to play hockey. I’m not going to go swimming.

I can talk about sports I’m going to do and sports I’m not going to do.

Song and structures I’m going to (play table tennis). I’m not going to (do gymnastics). M07_RS_PB4_5560_M07.indd 65

146

Display the flashcards from Lesson 1 on the board. Ask Which sports are in the song? Play the audio and ask pupils which sports they heard in the song. Play the song and have pupils point to the target vocabulary in the picture as they listen. Encourage pupils to sing along. When pupils are confident, play the karaoke version.

Grammar I’m going to play table tennis. I’m not going to do gymnastics.

●

65 3/24/21 4:17 PM

Read and sing.

TEACHER TIME TO SHINE: making the most of songs Not all pupils enjoy singing, and this may lead to a lack of interest in song activities. Try providing a variety of activities during songs to keep everyone involved. You could have pupils rap the song instead of sing it (tip – play a hip hop backing track), create and perform a choreographed dance, do a lip dub version or even create a sign language version. Songs can also be used as a listening activity with comprehension questions or by having pupils complete gapped lyrics.

Chorus

6.03 6.04

Chorus

Put pupils in pairs and have them find the following in the Big Picture: a sport where you run, a sport where you jump, a sport you do in winter and a sport where you need water.

●

iagn ose

6.05

Listen, find and point.

Tell pupils they are going to hear the children in the picture talking about the sports they are doing now and the sports they are going to do. Play the audio and have pupils point to the sports in the picture.

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Presentation: Grammar

M09_RS_TB4_5997_M09.indd 146

31/03/2021 15:54

6 3

●

Present the Grammar box and drill the sentences. Tell pupils that we use the words in blue to talk about our plans. Elicit a few more examples of sentences using the target structure in both affirmative and negative forms. In pairs, pupils take turns to make sentences about the sports in the picture using the target language. ANSWER KEY: Pupils’ own answers

4 ●

●

Talk about the sports you’re going to do next week.

Invite a pupil to read the example. Highlight that pupils should talk about the sports they are going to do and the sports they are not going to do next week. Point out that pupils don’t have to give true answers. Pupils tell a friend about their plans. Monitor and make sure pupils are using the target language and vocabulary correctly. Make notes for group feedback at the end. Then lead a feedback session, eliciting examples from the class. SUPPORT Write further examples on the board and give pupils time to prepare, before doing the speaking activity. STRETCH Have pupils talk about all the sports in Lesson 1. They can also talk about their plans for other sports they know.

Assess

I can shine!

ACHIEVE Pupils talk about their plans about sports, using full sentences.

Activity Book page 49 6.06

Listen and write G (girl) or B (boy). Then read and match. Play the audio. Pupils listen and write G or B next to the pictures. Play the audio again and have pupils match the sentence halves.

ANSWER KEY: Girl: baseball, gymnastics Boy: swimming, table tennis, volleyball 2 a, 3 b, 4 c

6.07

Look, think and write. Then listen and check. Pupils complete the sentences according to the pictures. Then play the audio for them to check their answers.

ANSWER KEY: 2 going / snowboarding, 3 going / play badminton, 4 going to do athletics

I can shine!

Imagine the sports you are going to do this weekend. Complete. Then write. Pupils write the sports they are going to do. They then complete the sentences with their ideas and discuss with a friend.

Extra time: One pupil uses their finger to write a sport in the air. Their friend ‘reads’ the word and writes it down. They then check the word together, making sure it is the correct word and is also spelled correctly.

Activity 2 ADJUST Pupils talk about their plans about sports, with support. EXCEED Pupils talk about their plans about sports, improvising and giving extra information.

Wonder

●

Imagine you’re at the exhibition. Make sentences about the picture.

Pupil’s Book audioscript

1 Boy 1

I’m playing basketball now. Then I’m going to do gymnastics. I’m not going to go swimming. 2 Boy 2 I’m playing hockey now. Then I’m going to go snowboarding. I’m not going to play baseball. 3 Girl I’m doing athletics at the moment. Then I’m going to play badminton. I’m not going to play table tennis.

Extra activity

Have pupils draw a calendar for next week in their notebooks. Have them write sports and other activities they plan to do in their calendar. Then have them share their calendar with a friend, saying what they are going to and aren’t going to do and when, e.g. I’m going to play table tennis on Wednesday.

Ending the lesson ●

Play Memory chain game. Pupils sit in a circle. One pupil says: Next week I’m (not) going to (play volleyball). The following pupil repeats the sentence in third person singular and then says their own sentence, e.g. Next week, she’s going to play volleyball. I’m not going to play hockey. Continue until someone can’t remember what goes next.

Extra activity

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 147

147 31/03/2021 15:54

Lesson 3 – Story

Pupil’s Book pages 66 and 67 Imagine: fostering imagination Imagine Encourage pupils to be imaginative and creative and to think about the characters’ thoughts and feelings at different points in the story. Point to the ‘Imagine’ stepping stone and write the lesson objective on the board: We’re listening to and reading a story about a race.

Objectives Lesson aim: to read and understand a story about a race Target language: bounce a ball, hit a ball, jump hurdles, run a race, throw a ball, win a race Recycled language: baseball, basketball, table tennis; team Receptive language: Ready, steady, go!

•

• • • •

•

GSE Receptive: Reading: Can get the gist of a very simple illustrated story. Receptive: Reading: Can identify specific information in a simple story, if guided by questions. Productive: Speaking: Can act out parts of a picture story using simple actions and words.

• • •

Wonder

Listen, point and say.

6.08

The team starts the race. Sofia goes first.

The children are looking at the Museum Champions’ Race.

Wow! This looks fun.

It’s a team race.

jump hurdles

Yes! I can do it! This is fun!

Here you go, Marco!

●

win a race

The children are very happy.

Hugo runs to the finish line.

I love basketball, so I’m going to bounce the ball.

I like table tennis, so I’m going to hit the ball.

Yes, you are. We’re a great team!

I can shine!

Hugo isn’t happy.

How do you think I feel at the end of the story? Why?

I’m not good at sport. I don’t want to jump hurdles.

throw a ball

bounce a ball

Which activities do you think the children are going to do in the story? Listen or watch. Which team wins the race?

2 Marco doesn’t want to run the race. 4 Zoe wants to hit the ball in the race. 5 Sofia goes fourth in the race.

Vocabulary Sports activities

●

● ● ●

●

I can talk about a team race.

3/24/21 4:17 PM

M07_RS_PB4_5560_M07.indd 67

● 3/24/21 4:17 PM

iagn ose

Play Board race. (See pages 26 and 27.) Pupils make sentences with I’m going to / I’m not going to and the sports flashcards. Keep the race track on the board for later use. Ask pupils if they have a school sports day and elicit more information about the kind of races pupils take part in.

1 ●

I’m going to go second. I like playing basketball! I’m good at bouncing the ball!

Story value Understanding the importance of team work.

Starting the lesson

Imagine the race. Who is going to go first, second, third and fourth? Why?

3 Hugo is good at jumping hurdles.

Yes! We can help you. We’re a team!

M07_RS_PB4_5560_M07.indd 66

●

Read again and answer. True or false? 1 The Museum Champions’ Race is a race for one child.

You can do it, Hugo!

6.08

Listen, point and say.

Call out an action that pupils already know and have them act it out, e.g. run, dance, hop, jump, catch, climb, fly, kick, ride, skate, swim. Play the audio and have pupils point to the pictures as they listen. Play the audio again and have pupils repeat the words. Use the flashcards to elicit and practise the new vocabulary without prompting.

●

Listen or watch. Which team wins the race?

6.09

Read the question and pre-teach the meaning of wins. Play the Story animation or play the audio and have pupils follow in their books. Check answers with the class, encouraging pupils to show you where they found the answer in the story on the page. Play the story again and check comprehension of the main story events using the story cards. ANSWER KEY: The Rise and Shine Museum team

SUPPORT Give pupils plenty of time to read the story in their books. Then play the story animation to help them check they’ve understood the main events. STRETCH After reading or watching, play the story audio and have pupils listen only.

4 ●

FUTURE SKILLS: enquiry and imagination Ask pupils to think of the actions people do when doing the sports from page 64. Have them draw a table with each sport at the top of a column and the actions from Activity 1 in the first column. They add ticks and crosses to the table.

148

Tell pupils that the children are going to run in a race. Ask pupils which activities from Activity 1 people can do in a running race. Have pupils look at the story pictures and check their answers. ANSWER KEY: jump hurdles, hit a ball, throw a ball, bounce a ball

Well done, team! Let’s take a photo.

I like baseball, so I’m going to throw and catch the ball.

Which activities do you think the children are going to do in the story?

I am good at sport!

YES! Look at the time! We’re first!

hit a ball

6.09

●

Come on, Hugo! You can do it!

run a race

Shine

Hugo is fourth to run. He jumps the hurdles.

Come on, Sofia!

Great! Let’s do it. We can win!

Grow

•

Museum

Lesson 3

Build

Imagine

Materials Audio; Story animation; Flashcards; Story cards

●

Read again and answer. True or false?

Starting the lesson

Learning path

Presentation: Activity 1

Flashcards

Extra activity

Pre-reading: Activity 2

Story: Activity 3

Story animation

M09_RS_TB4_5997_M09.indd 148

31/03/2021 15:54

6 SUPPORT Teach and drill the ordinal numbers from first to fourth before asking pupils to read the sentences. STRETCH Have pupils correct the false statements.

ANSWER KEY: Pupils’ own answers, e.g. happy, proud, excited, confident

5 ●

●

Imagine the race. Who is going to go first, second, third and fourth? Why?

Invite a pupil to read the example. Point to the story frames or cards and elicit that the first event is hitting the ball, the second is bouncing the ball, the third is throwing and catching the ball and the fourth is jumping hurdles. Put pupils in groups of four. Pupils discuss the activities they want to do with their group and say what they are going to do. Encourage pupils to use the target vocabulary in Activity 1, the structures from Lesson 2 and vocabulary from Lesson 1. SUPPORT Display all the flashcards from Vocabulary 1 and 2 and elicit the words from the class before pupils do the activity. STRETCH Have groups share with the class what each group member is going to do and act out the activities.

Ending the lesson ●

Use the race track on the board for a team quiz about the story. Ask questions about the story events, characters and pictures, e.g. Why doesn’t Hugo want to jump hurdles? Who takes the photo?

Activity Book page 50

Think and write. Pupils match the verbs with the sports words to make collocations.

ANSWER KEY: 2 jump, 3 bounce, 4 throw, 5 run, 6 win

Extra activity

Extra activity: Write the following table on the board: _____ a ball

ACHIEVE Pupils understand the order of events in the story and produce a personal response.

_____ a race

play _____

go ______

Pupils copy the table into their notebooks. Divide the class into teams and have pupils fill the table with as many words as possible to match the words at the top of each column, e.g. bounce (a ball). Set a time limit of a couple of minutes, so that the class has a sense of urgency.

Assess

I can shine!

Write the characters and the sports they do on the board. Put pupils in groups of four and have them choose character roles. Then display the story cards and ask pupils to try to imagine what their character is thinking in each scene. Pupils write down their ideas inside thought bubbles. Then have pupils act out the story, paying special attention to the way they express their character’s feelings.

Imagine

IMAGINE HELPER Read Hugo’s question together. Encourage pupils to compare how Hugo feels in the third frame and the last frame and say why he feels this way. Ask pupils if they sometimes feel like they can’t do something or are not good at it. What do they do? Point out that we should try before deciding that we are not good at something and that we can often improve if we keep trying and help each other.

Story extension

Read the story again. Then number. Pupils read the sentences from the story and number them in order.

ANSWER KEY: 2 I’m not good at sport., 3 We can help you., 4 Here you go, Marco., 5 I can do it!, 6 We’re first! Imagine helper: Pupils evaluate the story and tick how they feel about it.

ADJUST Pupils understand the order of events in the story and produce a personal response, with support.

I can shine! EXCEED Pupils understand the order of events in the story and produce a personal response, with some improvising.

Plan a race with four sports activities. Write. Then tell your friend. Pupils think of four activities and then share their ideas with a friend. They then read the sentences and complete with their own ideas.

Extra time: Pupils take turns to mime and guess the actions in pairs.

Practice: Activity 4

Imagine Helper

I can shine: Activity 5

Story extension

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 149

149 31/03/2021 15:54

Lesson 4 – Structures

Pupil’s Book page 68 Build: building confidence Build Build confidence by reviewing the structures from the story and showing pupils how we are building on this knowledge to ask and answer questions. Have pupils look at the Grammar builder box and show pupils that they already learnt the going to form in Lesson 2. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to ask and answer about what sports we’re going to do.

Objectives Lesson aim: to describe what people are doing Target language: What are you going to do? I’m going to (play volleyball). Are you going to (play table tennis)? Yes, I am. / No, I’m not. Recycled language: do athletics, do gymnastics, go swimming, go snowboarding, play badminton, play baseball, play basketball, play hockey, play table tennis, play volleyball; bounce a ball, hit a ball, jump hurdles, run a race, throw a ball

•

• • •

•

GSE Receptive: Listening: Can understand basic information in short passages about everyday activities or routines, if spoken slowly and clearly and supported by prompts. Can understand the main information in short, simple dialogues about someone’s hobbies and interests if spoken slowly and clearly and supported by pictures. Productive: Speaking: Can ask basic questions about everyday activities (e.g. when they occur). Can talk about their hobbies and interests, using simple language. Can talk about plans for the near future in a simple way.

•

Materials Audio

•

Starting the lesson ●

Lesson 4

6.10

Listen. What sport is Sofia going to do next weekend?

●

6.11

Listen and read. Then chant.

Grammar builder What are you going to do? Are you going to

play table tennis?

No, I’m not.

do gymnastics?

Yes, I am.

No, I’m not. I’m going to do gymnastics.

6.10

Listen. What sport is Sofia going to do next weekend?

Look at the picture and elicit where the children are (at the sports exhibition). Then give pupils two minutes to look at the picture in pairs and name all the things they can see. Read the question, then play the audio and ask pupils to listen for the answer. SUPPORT Draw a table on the board with the children’s names across the top and the sports vertically. Play the audio, pausing after each child talks about the sports they will do. Elicit and draw ticks in the table. Then ask the question and elicit the answer. STRETCH Have pupils write down the actions Sofia will do when she plays baseball. ANSWER KEY: baseball

✓

✗

do gymnastics

play hockey

jump hurdles

run a race

bounce a ball

throw a ball

do athletics

go swimming

go snowboarding

play badminton

Structures What are you going to do? Are you going to (do gymnastics)? Yes, I am. / No, I’m not.

M07_RS_PB4_5560_M07.indd 68

150

Look. Are you going to do these activities next week? Ask and answer.

Look. Ask and answer.

Are you going to play hockey next week?

I’m going to play volleyball.

iagn ose

Ask pupils what sports activities the children did in the story. They can look back at the story to check. Play the Memory chain game using affirmative and negative sentences with going to. (See pages 26–27.) The pupil who starts says, On Saturday, I’m going to… . / I’m not going to… .

1 ●

Communication Making simple arrangements to do something. 3/24/21 4:17 PM

Starting the lesson

Learning path

Practice: Activity 1

Presentation: Activity 2

Extra activity

M09_RS_TB4_5997_M09.indd 150

31/03/2021 15:54

2 ●

● ●

●

6.11

BUILD HELPER Read Marco’s question together. Point to the picture and elicit a couple examples from the class. Then ask pupils to use the Grammar builder box to help them ask and answer questions about their sports plans in pairs.

●

Have pupils act out the dialogue from Activity 1 in groups of four. They can either act out along with the audio or improvise their own dialogues.

Ending the lesson ●

●

Listen and read. Then chant.

Play the audio and have pupils read and listen to the examples in the Grammar builder box. Play the audio again and have pupils repeat the chant. Play the track again and have half the class repeat the questions and the other half repeat the answers. Focus attention on the Grammar builder box and have pupils notice that the two questions have the same verb structure. Elicit that questions with What have a full answer and questions without a question word have a yes / no answer. SUPPORT Write both questions from the Grammar builder box on the board and ask pupils which words are the same. Elicit the meaning of What and point out that in this case we need to answer with a sport. STRETCH Elicit more questions and answers using both open and closed questions.

Extra activity

●

Elicit and write a list of sports on the board, including those from Lesson 1. Then have each pupil write a sport on a piece of paper, secretly. In groups, pupils ask and answer questions to guess what activity the other group members have, e.g. Are you going to hit a ball? The first group to guess all the activities is the winner.

Activity Book page 51

Look, think and write. Pupils read the model dialogue. They then read and complete the other dialogues using the pictures to help them.

ANSWER KEY: 2 Are you going / I’m not / go swimming 3 are you going / going to run 4 are you going / going to do gymnastics Build helper: Pupils read the question and write a tick or a cross next to the sports they like. Put pupils into pairs. Elicit the question Do you like + ing? and the short answers, Yes, I do. / No, I don’t. Pupils then take turns to ask and answer the questions about the sports in the activity.

Look. Ask and answer.

Focus on the table and the speech bubbles on the left-hand side. Elicit that pupils have to ask and answer questions to find out what activities their partner is going to do. Invite two pupils to read out the model dialogue. Pupils ask and answer in pairs. SUPPORT Elicit further example questions before having pupils do the activity, eliciting model answers from various pupils. STRETCH Ask pupils to have similar conversations about other activities they know, e.g. the city activities from Unit 1, food they are going to eat, creative activities, upcycling, etc. ANSWER KEY: Pupils’ own answers, e.g. Are you going to play hockey? No, I’m not. I’m going to do gymnastics. Are you going to jump hurdles? Yes, I am.

Grammar extension

Grammar 6 lesson offers extended practice of the grammar introduced in Unit 6. Further teacher’s notes can be found in the teacher resources on the Pearson English Portal.

Activity 1

Pupil’s Book audioscript

Hugo

Look at all these children! They’re doing a lot of different sports. Marco Yes. It looks fun! I’m going to do sports next weekend. Sofia What are you going to do? Marco I’m going to play basketball, of course! I’m going to bounce the ball. What about you, Sofia? Are you going to play baseball? Sofia Yes, I am. I’m going to play baseball with my team on Saturday. I’m going to throw and catch the ball. I’m going to hit the ball, too! Hugo And are you going to play table tennis next weekend, Zoe? Zoe No, I’m not. Socks Miaow! Zoe Look at Socks! I think he wants to play basketball!

Build Helper

Practice: Activity 3

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 151

Build

RECEPTIVE SKILLS TIP Support pupils’ ability to identify key information in listening texts by playing the audio several times with different tasks. First, play the audio and have pupils act out the actions as they hear them. On the second listen, have them listen for the question: Are you going to play baseball? Finally, have pupils listen for further details, such as which sports and actions the other children are going to do.

151 31/03/2021 15:54

Lesson 5 – Communication

Pupil’s Book page 69 Build: building confidence Build Build confidence in communicative tasks by providing numerous opportunities for pupils to practise the language before they attempt Activity 5. Write the model dialogue on the board, then gradually erase words and have pupils practise it until they can say most of the dialogue from memory. Point to the ‘Build’ stepping stone and write the learning objective on the board: We’re learning to make plans with our friends.

Objectives Lesson aim: to make arrangements to do sports; to differentiate between the sounds th (think) /θ/ and th (their) /ð/ Speaking function: Inviting your friends to do sports. Functional language: Are you free on (Thursday afternoon)? Yes, I am! / No, I’m not. Sorry! Do you want to (do athletics) with me? Yes, please! See you then! Recycled language: days of the week; morning, afternoon

•

• • • •

•

GSE Productive: Speaking: Can answer simple questions about times and events (e.g. in a schedule, timetable or calendar). Can ask simple questions about times and events (e.g. in a schedule, timetable or calendar). Productive: Speaking: Can make suggestions about doing common everyday activities, using a basic fixed expression. Productive: Speaking: Can say simple tongue-twisters and other types of playful language.

• • •

Wonder

Imagine

Grow

Build

Shine

Lesson 5

Look. What sports can you see?

6.12

Materials Audio; Communication cards

•

Starting the lesson ●

Listen and read.

Hi, Sam! Are you free on Thursday afternoon?

No, I’m not. Sorry! ●

Draw a table on the board with four columns: do, play, go, other verbs. Elicit and write an example sport in each column. Put pupils in groups and give them five minutes to write as many sports and activities as they can in each column. Elicit answers and complete the table on the board together.

1 1

●

Hi, Jo! Are you free on Thursday afternoon?

Yes, I am!

●

Do you want to do athletics with me?

6.13

4 Yes, please! See you then!

5 Great! Bye!

Listen again and repeat.

6.14

Listen and say.

Plan to do some sports with your friend.

Hi! Are you free on… ?

●

Do you want to… ? I think these three brothers do athletics on Thursdays with their father and mother!

M07_RS_PB4_5560_M07.indd 69

152

●

I can make a plan to do sports with a friend.

Communication Making simple arrangements to do something.

iagn ose

Look. What sports can you see?

ANSWER KEY: table tennis, badminton, volleyball, basketball, hockey, snowboarding, swimming, baseball, gymnastics, athletics

I can shine!

Pronunciation

Look at the poster and ask pupils where they think they could find it (e.g. in a sports centre). Give pupils a few minutes to name the sports in the icons in pairs. Invite pairs to share their ideas with the class. SUPPORT Pair up more and less confident pupils to provide differentiated support. STRETCH Have pupils ask and answer questions about the sports in the poster using the target structures from Lesson 4, e.g. What are you going to do? Are you going to (do gymnastics)?

●

6.12

Listen and read.

Tell pupils that the two children are talking about what sports to do. Play the audio and have pupils listen and follow the dialogue on the page. Elicit who is going to do athletics with the first girl, the boy or the other girl (the boy).

3/24/21 4:17 PM

Starting the lesson

Learning path

Presentation: Activity 1

Presentation: Activity 2

Practice: Activity 3

Speaking support

M09_RS_TB4_5997_M09.indd 152

31/03/2021 15:54

6 3 ●

●

4 ●

●

Listen again and repeat.

6.14

ACHIEVE Pupils make plans to do sports activities and respond appropriately.

ADJUST Pupils make plans to do sports activities and respond appropriately, with support.

EXCEED Pupils make plans to do sports activities and respond appropriately, with some improvisation.

Pronunciation Listen and say.

Write a couple of the words from each sound group on the board and have pupils listen and repeat. Show them how to place their hand on their throat to notice the difference between the voiced and unvoiced ‘th’ sounds. Play the audio, pausing every few words for pupils to repeat them. Play the audio again, pausing after longer sections until pupils can say the whole sentence. Elicit more words with each sound, e.g. theatre, thirteen, third (unvoiced) and then, the, their (voiced). Pupils practise saying the rhyme in pairs. They can challenge each other to say it quickly or perfectly, with no mistakes.

Assess

I can shine!

Play the audio again. Pause after each question or answer for pupils to repeat. Encourage pupils to copy the speakers’ intonation. Point to the phrases in blue in the questions and elicit that we can use them to invite our friends to do an activity. Then point to the answers and elicit that See you then! is a way of saying goodbye after arranging to meet. Explain that Sorry! is a polite thing to say when we say ‘no’ to an invitation. Have pupils practise reading out the dialogue in pairs, swapping roles the second time. SUPPORT Drill the dialogue section by section several times until pupils are confident saying the phrases. STRETCH Have pupils have a similar dialogue about a different sport.

Build

●

6.13

Ending the lesson ●

Invite one pupil to sit at the front of the classroom with their back to the board. Write a sport or activity on the board so the rest of the class can see it, but the pupil at the front can’t. The pupil asks the class questions to guess what the word is. Write some example structures on the board for support, e.g. Can you (bounce a ball / play it in winter / do it in water)? Do you need…? Is it…?

Activity Book page 51 I can shine!

TEACHER TIME TO SHINE: using visual prompts Using visual prompts can help pupils internalise the new sounds. You could draw simple diagrams to show the difference between the voiced and unvoiced sounds, e.g. a loudspeaker icon and the same icon crossed out.

Plan to do some sports with your friend.

With communication cards: ●

●

Print the communication cards off before the lesson. Put pupils in pairs (Pupils A and B). Invite two pupils to read out the model dialogue in their Pupil’s Book. Pupil A invites Pupil B to do three activities, deciding when to do them, making notes in their notebook. Then they swap roles, accepting invitations only when they are free. Pairs ask and answer questions and make arrangements to do their activities.

Which sports do you like? Tick (✓) or cross (✗). Pupils tick the sports they like and cross the sports they don’t like.

Write two sports in your diary. When are you free? Ask and answer. Pupils write two sports in the table. With a friend, pupils ask and answer questions, inviting each other to do one of the sports.

Pronunciation: Say thank you. Circle the words with the same ‘th’ sound. Pupils say the words and circle those that have the same sound. ANSWER KEY: theatre, birthday, Maths

Without communication cards: ●

●

Pupils choose three activities from the unit and decide when to do them, making notes in their notebook. Pairs ask and answer questions and make arrangements to do their activities. SUPPORT Elicit and write a model dialogue on the board for pupils to refer to during the activity. STRETCH Have pupils act out their conversations as a role play, improvising different sports, times and including more details, e.g. where to meet.

Practice: Activity 4

Pronunciation practice

I can shine: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 153

153 31/03/2021 15:54

Lesson 6 – Global citizenship

Pupil’s Book page 70

Objectives Lesson aim: to read about unusual sports Cross-curricular connection: P.E. Global citizenship theme: Importance of teamwork to achieve goals Target language: badly, quickly, slowly, well Recycled language: cycling, playing hockey, table tennis, running, volleyball; hit the ball Receptive language: exciting, kick, round, disc

•

GSE Receptive: Reading: Can understand basic details in simple informational texts (e.g. brochures, leaflets). Receptive: Reading: Can identify key information in short, simple, factual texts. Receptive: Listening: Can identify specific information in short, simple dialogues in which speakers make arrangements to do something, if spoken slowly and clearly.

• • •

•

al Citiz e ob

Materials Audio; Our World video

al Citiz e ob

Grow: nurturing growth in society Grow Promote global citizenship by encouraging pupils to think about the importance of teamwork and helping one’s teammates. Discuss the importance of participation, enjoying oneself and how winning is not the most important aspect of a team sport. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re reading about unusual sports.

•

• • • • • •

OptA Let’s be friends

I share toys!

I celebrate all families!

I play with friends!

I try different food!

I appreciate special clothes

Starting the lesson

al Citiz ob

OptB

I learn about unusual sports.

Let’s be friends I share toys!

Lesson 6

●

Do you do any unusual sports?

I play with friends!

Lorem ipsum

6.15

I try different food!

I appreciate special clothes

Listen and read.

Try OptC a new and unusual sport!

●

Let’s be I share all I play with I try different friends toys! families! friends! food! Come and visit North Street Sports Centre!I celebrate We’ve got a lot of sports for you to try!

4 You can run every morning / afternoon.

3 You can use your hands / feet in kick volleyball.

I appreciate special clothes

4 5

6.16

Listen. Which sport are they going to do together next week?

6.17

Listen again and complete.

Do you do any unusual sports?

Look at the photos in Activity 2 and ask pupils if they recognise any of the sports. Encourage them to compare the sports in the photos with the sports in Lesson 1. Read the question together and check comprehension of unusual. Then elicit answers from the class.

2 ●

●

6.15

Listen and read.

Ask pupils if they can guess how to play the sports in the pictures. Encourage them to use target vocabulary from Lesson 3. Play the audio and have pupils read the leaflet as they listen. Pupils can check their ideas. SUPPORT Mime actions for the target adverbs from the text to demonstrate the meaning, e.g. hitting the ball badly and hitting the ball well. STRETCH Ask Where can children try the sports? Ask pupils to find the answer as quickly as possible and elicit answers from the class.

RECEPTIVE SKILLS TIP As this text is longer than some of the others in the book, split it up into sections. Invite pupils to read one section, then check comprehension by asking questions before moving onto the next section. Encourage pupils to use this technique Writing A note about an unusual sport whenever they encounter a longer text.

1 Ethan’s favourite sport is… . 2 Ethan is going to play… next week. 3 Ava thinks the team table tennis looks… . 4 They are going to meet at… on Wednesday.

Global Citizenship A leaflet about unusual sports

M07_RS_PB4_5560_M07.indd 70

154

●

Which sport do you want to try? Why?

Read and choose.

2 Team table tennis is on Mondays / Wednesdays.

Stay happy and healthy

1 You can play disc golf on Tuesdays / Thursdays.

●

iagn ose

Ask pupils to remember the story from Lesson 3 and how Hugo felt before trying to jump hurdles. Ask pupils if Hugo was good at hurdles and elicit that it was Hugo’s first time doing the sport. Ask pupils which new sports they would like to try and write their ideas on the board.

al Citiz e ob

A morning run Do you like running? Then come and run with us before school every morning. We all run together as a team! Sometimes we run quickly and sometimes we run slowly. We run in the sun and we run in the rain. It’s a great way to start the day! Come too! Ages: 8–16; every morning 7.30 a.m.–8.00 a.m.

North Street Sports Centre

Team table tennis It’s fun to play table tennis with one friend. It’s fun to play table tennis with a lot of friends, too! At North Street Sports Centre, you can play table tennis in a team. You hit the ball and then run around the table. It’s interesting and a lot of fun. Come and have a go! Ages: 8–10; Wednesdays 4.00 p.m.–5.00 p.m.

I share toys!

Kick volleyball We usually play volleyball al Citiz al Citizbut you our hands e e ob ob can’t use your hands in sepak takraw, or kick I celebrate all IYou play with I try different volleyball! can hit the families! friends! food! ball with your feet, your legs or your head. You can hit the ball badly or you can hit the ball well but you mustn’t use your hands! Come and play with us! Ages: 8+; Thursdays 4.15 p.m.–5.15 p.m. tiz al Ciwith e ob

al Citiz e ob

Disc golf Let’s play disc golf! You al Cita don’t hit a ball into ize ob hole – you throw a small disc into a net! It’s not OptD be fun easy but it’s a lotLet’s of friends and a lot of people can play. Ages: 8+; Tuesdays 4.00 p.m.–5.00 p.m.

I appreciate special clothes

3/24/21 4:18 PM

Starting the lesson

Learning path

Presentation: Activity 1

Practice: Activity 2

Extra activity

Practice: Activity 3

M09_RS_TB4_5997_M09.indd 154

31/03/2021 15:55

6 3 ●

●

ANSWER KEY: Sepak takraw is similar to volleyball but players can only use their feet, knees, chest and head to hit the ball rather than their hands. It is a popular game in South East Asia. It is also called kick volleyball. ANSWER KEY: 1 Tuesdays, 2 Wednesdays, 3 feet, 4 morning

●

Pupils play a game using the adverbs from Activity 1. Invite one pupil to the front, show them an adverb and have them choose a sport to act it out in the manner of the adverb. The other pupils have to guess the sport and the adverb.

Activity Book page 52

Background information (Culture and CLIL) In this lesson, pupils explore the idea of teamwork in more detail. Encourage pupils to think about their attitude and behaviour while playing sports. Are they good winners and good losers? Do they help each other play the sport? Do they always try their best? Elicit that the sports in Activity 1 are all played in teams and ask pupils why these sports might be more fun than individual sports.

4 ●

● ●

6.16

Listen. Which sport are they going to do together next week?

Tell pupils that they are going to listen to two children, Ava and Ethan, talking about the sports in Activity 1. Read the question together. Play the audio and have pupils listen for the answer. Ask When are they going to play? and play the audio again. ANSWER KEY: team table tennis

5 ● ●

6.17

Listen again and complete.

Pupils read the sentences and think about the missing words. Play the audio, pausing for pupils to say the missing words. ANSWER KEY: 1 hockey, 2 kick volleyball, 3 difficult, 4 the sports centre / four o’clock FUTURE SKILLS: critical and reflective thinking Ask pupils which sports from Activity 1 are better to play in summer and which sports in winter. Encourage them to give reasons for their answers.

Look and number. Then write. Pupils read the sentences and match with the pictures. They then complete them with the words in the wordpool.

ANSWER KEY: a 2: well, b 1: quickly, c 2: badly / well, d 1: can

GROW HELPER Read Eva’s question together and have pupils discuss their answers in pairs. Then elicit answers from the class, encouraging pupils to give reasons for their choices. Pupils may need to use L1 for this.

6.18

Listen and tick (✓). Then read and circle. Listen again and check. Play the audio. Pupils listen and tick the pictures that are mentioned. They then read the paragraph and circle the correct words. Play the audio again for pupils to check their answers.

ANSWER KEY: 1 play basketball, 2 Thursday, 3 bounce, 4 well, 5 throw, 6 well

Think and write for you. Pupils complete the sentences about themselves.

Grow helper: Pupils discuss the question in pairs. Extra time: Pupils make a list of sports with a friend.

Activity 4 Ava

Ethan Ava Ethan

Ava Ethan Ava Ethan Ava Ethan Ava Ethan Ava Ethan Ava

Pupil’s Book audioscript

Hi, Ethan. Look! I’ve got a leaflet for that new sports centre on North Street. Oh, cool! I love doing sport! My favourite sport is hockey. What sports can we do there? Can we play hockey? What about basketball or baseball? No, I can’t see those sports on the leaflet. But there are a lot of unusual sports. Really? Can I see the leaflet? Oh, yes! Kick volleyball sounds fun! You mustn’t use your hands. I love playing volleyball, so I want to try that! I’m going to do that next Thursday after school. Fantastic! What about you, Ava? What are you going to do? Hmm, I don’t know. I like playing table tennis, but I can’t play very well and team table tennis looks difficult. Yes, but it’s good to try new things! I can come with you. We can play together! OK! It’s on Wednesdays at four o’clock. Are you free on Wednesday afternoons? Yes, I am! Cool! Would you like to play team table tennis with me next Wednesday after school? Yes, I’d like that! Great! I’m going to ask Diego, too. OK! Good idea! See you at the sports’ centre on Wednesday at four o’clock! See you then. Bye!

Practice: Activity 4

Practice: Activity 5

Grow Helper

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 155

Grow

●

Ending the lesson

Read and choose.

Have pupils read the sentences, find the relevant part of the leaflet and then choose the correct option. Have pupils compare their answers in pairs before checking with the class. Pupils locate the words in bold italics and check comprehension. Elicit the adjectives quick, slow, bad and good. Pupils compare these forms with the adverbs in the leaflet. Remind pupils of the I wonder question, and ask them to find the answer in the text.

155 31/03/2021 15:55

Lesson 7 – Writing

Pupil’s Book page 71

Objectives Lesson aim: to write a note about an unusual sport Text type: a note Recycled language: play table tennis, playing basketball, playing hockey, run a race, snowboarding

Grow: nurturing growth in society Grow Encourage a further sense of pupils’ social responsibility by fomenting positive relationships and teamwork in the classroom. Change the composition of groups and teams regularly to avoid groups of children excluding others and to encourage pupils to choose new partners each time they do an activity. Point to the ‘Grow’ stepping stone and write the learning objective on the board: We’re learning to write a note about an unusual sport.

• • •

•

GSE Receptive: Reading: Can understand short, simple notes from family or friends communicating information of immediate relevance. Productive: Writing: Can write short, simple messages relating to everyday matters. Can write simple sentences about future plans, using fixed expressions.

•

Materials Audio

•

Wonder

Imagine

Build

Grow

Shine

Starting the lesson ●

Lesson 7

6.19

Listen and choose.

Ava is writing to Diego about… a the unusual sports at the new sports centre. b playing team table tennis together at the new sports centre. c how to get to the new sports centre.

Hi Diego, I’m going to play table tennis with Ethan at the new sports centre next Wedne sday. It’s team table tennis! It is diﬃcult but it looks fun! Are you free on Wedne sday aftern oon? us? Do you want to play team table tennis with The sports centre is on North Street . ﬁ ve o’clock. Team table tennis is from four o’clock to

●

I hope you can come! Bye, Ava

6.20

I can shine!

ANSWER KEY: b

Give it a go Plan to write a note with a friend. Which unusual sport are you going to do?

●

Why is it unusual?

I’m writing about running in the… .

4 I’m writing about playing volleyball in the… .

●

Where are you going to do it?

I’m writing about snowboarding in the… .

I’m writing about playing basketball in the… .

Write your note about an unusual sport together.

Writing A note about an unusual sport

156

I can write a note to a friend about an unusual sport.

M07_RS_PB4_5560_M07.indd 71

Listen and choose.

What time are you going to do it?

6.19

Elicit what kind of text is on the page, who wrote it and who it is for. Then ask pupils if they write notes to their friends. Pupils met Ava in the audio in Lesson 6 so they should recognise the writer. Play the audio and have pupils read the note as they listen. Ask Why is Ava writing to Diego? Give pupils time to read the three options and check comprehension. Then have pupils read the text again and say the correct answer.

●

Ideas generator Listen, read and complete.

iagn ose

Do a dictagloss using the paragraph about team table tennis from the article on page 70. Have pupils close their books. Read out the text slowly but naturally and have pupils make notes of the words they hear. Read the text again so they can add more ideas. The aim is to gradually complete as much of the text as possible, however, ensure that it is not competitive as some pupils may find this challenging. Put pupils in pairs and check their notes to try to recreate the text, or write a paragraph that makes sense. When they have finished, have them compare their paragraph with the one on the page.

Our writing workshop

●

6.20

Ideas Generator Listen, read and

complete.

Have pupils look at the photos and say what sports they think they show.

3/24/21 4:18 PM

Starting the lesson

Learning path

Presentation: Activity 1

Extra activity

Practice: Activity 2

M09_RS_TB4_5997_M09.indd 156

31/03/2021 15:55

6 ●

●

Give pupils time to read the sentences and think about how they could be completed. Play the audio and have pupils listen for the missing words. Pause after each section for pupils to say the answer. ANSWER KEY: 1 forest, 2 sand, 3 snow, 4 river

3 Give it a go ●

●

Plan to write a note with a friend.

Tell pupils they are going to plan and write a note about an unusual sport. Brainstorm all the unusual sports that have come up in the unit, including those in Activity 2, and write on the board. Elicit more ideas – perhaps pupils have seen more interesting sports on TV. Look at the planning questions together and use the model note in Activity 1 to elicit example answers. Pupils discuss ideas in pairs and choose an unusual sport together. They make notes as they discuss the questions. SUPPORT For each question, elicit a variety of answers from the class and write on the board. STRETCH Have pupils do some research to find out about other unusual sports before doing the planning stage.

Planning support Have pupils look at the model text in Activity 1 and copy into their notebooks any words or phrases they would like to use in their own writing, e.g. I’m going to… next… Are you free on…? Do you want to… The… is from… to… . Encourage them to use functional language from the model, but to avoid copying the text.

4 ●

●

Ending the lesson ●

Play Word tennis with sports. (See pages 26–27.)

Activity Book page 53

Read and answer the questions. Pupils read the note. They then read and answer the questions.

ANSWER KEY: 2 with kayaks in the swimming pool, 3 Saturday, 4 10 o’clock / 12 o’clock, 5 At the water sports centre (on West Street).

2 Give it a go

Imagine an unusual water sports event. Complete. Pupils think of a new sport and answer the questions with their own ideas. Pupils can check their answers in pairs, taking turns to ask and answer the questions.

I can shine!

Write your note about an unusual sport together.

Have pupils decide who they are going to write to and then write their notes using their ideas from Activity 3. As they are writing, monitor and provide support as required. Ask pupils to swap notebooks and give each other feedback on their notes. Invite a few pupils to read their notes out to the class. SUPPORT Have pupils write one sentence for each question in the planning section. STRETCH Have pupils include additional information about their unusual sport, e.g. how to play it.

I can shine!

Grow

TEACHER TIME TO SHINE: making writing meaningful Help pupils make connections between the activities they do in class and the real world by finding out about sports they can do locally. Pupils can look at the information and choose a sport or activity they would really like to try. You could then have them write a note to a friend inviting them to join them.

Assess

ACHIEVE Pupils write a note inviting a friend to join them in a sporting activity. ADJUST Pupils write a simple note inviting a friend to join them in a sporting activity, when a model is provided.

Write a message to a friend about your unusual water sports event. Use your notes in Activity 2. Pupils use their ideas from Activity 2 to complete the skeleton note.

Check your work! Pupils notice the apostrophes. Elicit that we use apostrophes when we remove a letter, e.g. he is becomes he’s. Pupils then read their work again and check their use of apostrophes.

Extra activity

Write some jumbled sentences with going to on the board. Invite pupils to come up to the board and put the words in each in the correct order. Alternatively, pupils can correct the sentences with a friend, e.g. going are play When volleyball you to? (When are you going to play volleyball?); Thursday Elisa going gymnastics afternoon is to do on. (Elisa is going to do gymnastics on Thursday afternoon.); I to am not this going basketball week play. (I am not going to play basketball this week.); Are going go you swimming to on morning Saturday? (Are you going to go swimming on Saturday morning?).

EXCEED Pupils write a note inviting a friend to join them in a sporting activity, including essential and additional information.

Practice: Activity 3

I can shine: Activity 4

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 157

157 31/03/2021 15:55

Lesson 8 – Review

Pupil’s Book page 72

Objectives Lesson aim: to review the language from Unit 6 Revised language: do athletics, do gymnastics, go snowboarding, go swimming, play badminton, play baseball, play basketball, play hockey, play table tennis, play volleyball

• •

Shine: Time to shine! Shine Encourage pupils to develop co-operative learning strategies such as peer learning and support. Where possible, invite pupils to help each other in the review activities and increase pupils’ awareness that they can learn from each other. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re reviewing what we’ve learnt in the unit.

•

GSE Productive: Speaking: Can answer simple questions about very familiar topics, if delivered slowly and clearly. Can make (decline and accept) a simple invitation, using fixed expressions. Can talk about their hobbies and interests, using simple language. Can talk about plans for the near future in a simple way.

•

Materials Flashcards; Our World video; Audio; slips of paper (one per pupil)

•

Starting the lesson

kend

Our sports wee Step 1

●

Review

Which sports can you see?

Choose a sport. Ask, answer and guess. Are you going to hit the ball?

Are you going to bounce the ball?

●

Are you going to play basketball?

●

Yes, I am. Well done! ●

●

Look again. Make a plan to do one of the sports together next weekend. Do you want to… ?

Why is it good to work as a team?

●

Watch and listen.

You can help your friends.

●

Yes and you can… .

The Review consolidates the target language of the unit from the I Can Shine! checkpoints and helps prepare pupils for the unit project. Vocabulary from the Wonder spread is reviewed in Activity 1. Activity 2 helps review and personalise the story value and language from the Imagine spread. The speaking element in Activity 3 consolidates the target structures and functional language of the Build spread. The question in Activity 4 and the video in Activity 5 encourage pupils to further explore the global citizenship theme. Ahead of the pupils completing the activities, reviewing the song from lesson 2 can help them recall vocabulary and language learnt earlier in the unit.

Unit review Unit objectives review

Unit project Planning a sports weekend

M07_RS_PB4_5560_M07.indd 72

158

Do a book scavenger hunt. Have pupils work in teams to find the following things in their books: a. an unusual sport you do in water b. a sport where you hit something that isn’t a ball c. a sport you do in a cold place d. a sport where you bounce a ball e. something you jump over f. a sport Socks wants to play.

Step 1: Review

Yes, I am.

Hi! Are you free on… ?

iagn ose

POSSIBLE ANSWERS: a. underwater hockey, b. badminton, c. snowboarding, d. basketball, e. hurdles, f. tennis

No, I’m not.

3/24/21 4:18 PM

Starting the lesson

Learning path

Review: Song

Review: Activity 1

Review: Activity 2

Review: Activity 3

M09_RS_TB4_5997_M09.indd 158

31/03/2021 15:55

6 1 ●

●

Ask pupils to look at the pictures and name the sports they see in pairs. Stick the flashcards on the board. Check answers, encouraging pupils to give answers in a sentence containing I’m going to / I’m not going to… . Remove each flashcard as pupils mention the corresponding word, until the board is empty. ANSWER KEY: table tennis, badminton, volleyball, baseball, basketball, hockey, snowboarding, swimming, athletics, gymnastics

2 ●

●

Choose a sport. Ask, answer and guess.

Ending the lesson ●

Look again. Make a plan to do one of the sports together next weekend.

Give pupils a slip of paper. Tell them to write their thoughts about what they’ve done in the unit on the paper. They should write: one thing they found easy, one thing they enjoyed and one thing they need to practise more.

Activity Book page 54

Why is it good to work as a team?

Read the question and the two examples together. In groups, give pupils time to remember ideas from the unit and discuss the question. Encourage one pupil in each group to make notes. Write any useful language on the board to help support pupils with their discussion. Get feedback from the class, inviting groups to share their ideas. SUPPORT Allow pupils to look back through the unit and make notes with a friend before having the discussion. STRETCH Have pupils make a list of activities that people often do as a team. TEACHER TIME TO SHINE: scaffolding speaking When asking pupils to do discussion activities, encourage them to take turns adding a new idea each time. Point out that as they do this, they are helping each other build their knowledge. Make sure pupils don’t feel pressured into always giving an idea and that pupils respect each other’s ideas.

Think and write. Pupils read the definitions and use the initial letter of each missing word as a clue. Pupils can work alone or in pairs. Alternatively, this activity could be carried out as a class quiz. Pupils close their books. Arrange pupils into small groups and read the activity clues one at a time. Pupils confer and one person in each group writes down the answer or calls it out. The group with the most correct answers wins.

ANSWER KEY: 2 volleyball, 3 table tennis, 4 bounce, 5 quickly, 6 slowly

6.21

Look and write. Then listen and check. Pupils look at the schedule, then read and complete the dialogue. Play the audio for pupils to check their answers alone or in pairs.

ANSWER KEY: 2 I’m going, 3 going to go, 4 you going, 5 I am, 6 I’m going to

Look at Activity 2. Think and write. Then ask and answer. Pupils complete the dialogue using their own ideas. Pupils then act out their dialogues in pairs.

Extra time: Pupils read the definition and identify the sport. ANSWER KEY: volleyball

5 ●

Have pupils make a poster about the importance of teamwork using the ideas they discussed in Activity 4. Help them organise their ideas as they are planning their poster and encourage them to think about the layout of their poster and add a title, illustrations, examples, etc.

Review the functional language by eliciting or writing the model dialogue from Lesson 5 on the board. Drill the dialogue chorally. Invite two pupils to read out and complete the examples. Elicit an answer from pupils for each question. Have pupils ask and answer questions in pairs to make plans to do sports together.

4 ●

Extra activity

Invite two pupils to read the model dialogue. Elicit that pupils have to guess their friend’s sport by asking questions. Pupils play the guessing game in pairs. Monitor and make sure pupils are using the target structure Are you going to…? SUPPORT Before pupils do the activity, play the chant on audio track 6.11 from Lesson 4 and have pupils repeat it. STRETCH Have pupils ask and answer questions in pairs about their plans for this afternoon.

Discuss any new things pupils have noticed with the class and encourage them to draw conclusions about free time and team sports. Ask ‘What is good about team sports?’ and ‘What can you learn from playing sports in a team?’ (e.g. the importance of working together, the importance of learning to lose well, supporting and helping team members, learning to play by the rules of the game, having fun with other people, making new friends, doing things out of school). The class can then do the Extra activity that follows, if time allows.

Shine

●

Which sports can you see?

Watch and listen.

Ask pupils what they remember about the Our World video from Lesson 1. Then play the video again and encourage pupils to notice any new ideas.

Review: Activity 4

Our World video: Activity 5

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 159

159 31/03/2021 15:55

Lesson 9 – Project: Plan a sports weekend

Pupil’s Book page 73

Objectives Lesson aim: to plan a sports weekend Revised language: do athletics, do gymnastics, go snowboarding, go swimming, play badminton, play baseball, play basketball, play hockey, play table tennis, play volleyball I’m going to… / I’m not going to… Are you going to…? Yes, I am. No, I’m not. Are you free on (Saturday)? Yes, I am. / No sorry, I’m not. Do you want to…? Yes, please.

Shine: Time to shine! Shine Encourage pupils to reflect on what they have learned during the course. Before ending the lesson, ask pupils to look back through from the Welcome Unit to Unit 6 and find their three favourite activities. Point to the ‘Shine’ stepping stone and write the learning objective on the board: We’re going to plan a sports weekend.

GSE Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way. Can talk about plans for the near future in a simple way. Productive: Speaking: Can answer simple questions about times and events (e.g. in a schedule, timetable or calendar). Can ask simple questions about times and events (e.g. in a schedule, timetable or calendar). Productive: Speaking: Can make (decline and accept) a simple invitation, using fixed expressions.

Materials Flashcards; A3 or A4 paper or card (one per pair or group), A3 card / card file dividers / folders that open out (one per pupil, for the lapbooks), A4 paper (one per pupil), glue, scissors

•

• •

• • •

Wonder

Step 2

Imagine

Build

Grow

Shine Shine

Create

●

Create a sports weekend. Saturday

Starting the lesson

Decide which sports you are going to do together.

Sunday

Afternoon

●

Evening Share your ideas. I’m going to play basketball on Saturday morning. What are you going to do?

●

Time to shine!

Present your sports weekend to the class.

iagn ose

Step 2: Create

Morning

Ask pupils to think about their favourite sports. Display the flashcards for support. Do a mingle where pupils ask and answer questions and try to form a group with pupils who like the same sport. When pupils have formed groups, ask questions to find out which sports are the most popular.

Choose two new sports to try.

On Saturday morning, we are going to do gymnastics.

On Saturday afternoon, we are going to play hockey.

This section focuses on personalisation, critical thinking, collaboration and creativity. In Activity 6 pupils work alone and start to think of ideas and review key vocabulary. In Activity 7 they work in pairs to share ideas and plan the project. Activity 8 fosters collaboration and communication skills as pupils work in different pairs or small groups to make final decisions and draw up their plan before presenting to the class in Time to Shine. Make sure that pupils understand the steps to success for the project. Give pupils clear step-by-step instructions: 1 Decide which sports you are going to play. 2 Tell your friend which sports you are going to do. 3 Ask your group questions and answer their questions. 4 Present your sports weekend to the class.

I can plan a sports weekend.

Unit project Planning a sports weekend M07_RS_PB4_5560_M07.indd 73

160

73 3/24/21 4:18 PM

Starting the lesson

Learning path

Project: Activity 6

Project: Activity 7

Project: Activity 8

M09_RS_TB4_5997_M09.indd 160

31/03/2021 15:55

6 6 ●

●

Tell pupils they are going to plan a sports weekend for their class. They need to decide which sports people can play and when. Look at the table and point out that pupils have to choose sports for both days and they need to choose at least six sports. Give pupils a few minutes to make a list of sports they want to include individually.

7 ●

●

8 ● ●

9 ●

●

Extra activity

Have pupils make a leaflet about their sports weekend containing the timetable, other useful information and pictures. Encourage pupils to write a few sentences about the sports weekend. They can look at the text on page 70 for ideas.

Ending the lesson Play the Miming game with vocabulary from the unit. Pupils can play the game as a class or in small groups. One pupil mimes a sport, e.g. play badminton or a sporting activity, e.g. jump hurdles. The rest of the class / group have to guess which sport / activity it is. More confident classes can include badly, well, quickly and slowly in their mimes.

●

Decide which sports you are going to do together.

Ask two pupils to read out the model dialogue. In pairs or small groups pupils ask and answer questions about their plans and invite each other to join them in their sports activities. Pupils should make a note of the sports they decide to do together or make a poster. SUPPORT Write model sentences and functional language on the board for pupils to refer to. STRETCH Have pupils make a longer version of the table in Activity 1 with slots for different times. They can add in sports as they decide to do them with their friends.

Time to shine!

●

Share your ideas.

Invite a pupil to read out the example in the speech bubble. Tell pupils to talk about their plans using their ideas from Activity 6. Pupils share their ideas with a friend, using as much of the target vocabulary from the unit as possible. SUPPORT Write the target structures on the board for pupils to refer to during their discussions. STRETCH Encourage them to respond to each other’s ideas, e.g. I’m going to play basketball, too!

sess

Refer pupils to the Progress Chart on page 3 in the Pupil’s Book. Have them read the sentences for each skill and notice what they have achieved so far.

●

Activity Book page 55

Think and write. Use the activities or your own ideas. Then tell your friend. Pupils write sports and activities in the graphic organiser. They can then share their ideas in pairs.

Make your lapbook. Find pictures or draw. Then write. Pupils use the questions to help them think about sports. They then find or draw pictures and write sentences about their preferences. Lastly, they paste the pictures and text into their lapbook.

Present your sports weekend to the class.

Give pupils time to practise presenting their sports weekends in their pairs or small groups. Draw pupils’ attention to the speech bubbles and have two pupils read out the model text. Have pupils present their sports weekend in their pairs or small groups. Encourage the pupils who are listening to ask questions about the presentations.

Choose two new sports to try.

Ask pupils which sports from other pupils’ presentations they would like to try. Have a class vote on the sports weekend which sounds most fun.

●

Home-school link: Pupils do this activity at home. They tell their family about their favourite sports.

Time to shine!

Assess

ACHIEVE Pupils talk about the sports in their sports weekend and answer some questions about it.

PROJECT TIP When asking pupils to give a group presentation to the class, it is useful to include a rehearsal stage so that pupils can decide who will talk about each part and to make sure everybody knows what they have to say. Give pupils plenty of time to practise and help them as necessary with the logistics, e.g. where each pupil will stand, who will hold up the timetable, etc.

ADJUST Pupils talk about some of the sports in their sports weekend, with support.

EXCEED Pupils talk about the sports in their sports weekend and give additional details about the sports.

Time to shine: Activity 9

Time to shine: Activity 10

Activity Book: Practice

Ending the lesson

Learning path

M09_RS_TB4_5997_M09.indd 161

Shine

●

Create a sports weekend.

161 31/03/2021 15:55

Review 3 – Our world

Pupil’s Book pages 74 and 75

Objectives Lesson aim: to review the language from Units 5 and 6

•

Review

GSE Receptive: Listening: Can identify objects, places or people from short descriptions. Receptive: Reading: Can understand some simple details about a holiday from a postcard, if supported by pictures. Productive: Writing: Can use appropriate standard greetings and closings in simple informal personal messages (e.g. postcards or emails). Productive: Speaking: Can talk about plans for the near future in a simple way.

3 Our world

• • • •

Listen. What are the children going to put inside the time capsule?

6.22

Materials Audio; Museum Trail Cards

•

Look. Ask and answer.

What are those children doing?

Imagine you’re at the beach. What are you going to do?

How can we help the oceans?

Read. Where is Zoe going to go today?

Starting the lesson ●

● ●

iagn ose

Play a game to review Units 5 and 6. Write Yes and No on either side of the board. Make statements, e.g. Starfish have got hands. If pupils think it is true, they point to Yes! If it’s false, they point No!

1 ●

Dear Holly, I’m going to go to the beach today. I’m not going to go swimming. I’m going to have a beach clean up with my friends. I’m going to pick up rubbish and I’m going to recycle it. Then I’m going to play volleyball. I love playing volleyball! It’s great to play in a team. I’m going to have a wonderful time. What are you going to do today?

6.22

From, Zoe

Listen. What are the children going to put inside the time capsule?

Elicit what the children have put inside the time capsule so far. Pupils look back and guess what they will include this time. Play the audio. Pupils point to the things they hear in the picture. Play the audio again. Pupils answer the question. Check answers. Ask pupils if the poster is a good thing to put in the time capsule and why. SUPPORT Before listening, use the flashcards to review the target vocabulary. STRETCH Ask pupils to listen for the reason why the children choose to put the poster in the time capsule.

●

5 ●

●

Look. Ask and answer.

●

ANSWER KEY: Pupils’ own answers

4 ●

●

How can we help the oceans?

●

Pupils discuss how to help the oceans. Encourage them to use the new vocabulary and the ideas.

3 She likes / doesn’t like playing volleyball. 4 She thinks / doesn’t think she’s going to have a good time today.

Imagine you’re going to go to the beach today. Write a postcard to a friend about what you’re going to do.

Review 3 Units 5 and 6 3/24/21 4:18 PM

Read. Where is Zoe going to go today?

Read again and choose. Pupils read the sentences. Pupils read the text again and circle the correct answers.

ANSWER KEY: 1 friends, 2 pick up rubbish, 3 likes, 4 thinks

●

Remind pupils of the global citizenship theme from Unit 5: helping the oceans. Give pupils time to think about how they can help the oceans and what they’re going to do. Play the story from Unit 5 again for support. Pupils discuss their ideas in small groups.

2 She’s going to go swimming / pick up rubbish.

Pupils look at the text and say what kind it is (a message to a friend). Then look at the question. Pupils read quickly to find the answer.

Imagine you’re at the beach. What are you going to do?

1 Zoe is going to go out with her friends / family today.

ANSWER KEY: the beach

Look at the Big Picture. Pupils say what they see. Focus on the model and elicit that we can use the question to describe the picture. Model the activity and elicit answers from a few pupils. Ask and answer questions about the picture using the target language. Monitor to make sure pupils are using language correctly.

3 ●

Read again and choose.

M07_RS_PB4_5560_M07.indd 74

ANSWER KEY: the poster for their beach clean up

●

Imagine you’re going to go to the beach today. Write a postcard to a friend about what you’re going to do.

Brainstorm activities you can do at the beach. Write up pupils’ ideas. Pupils think about what they are going to do and make notes, using the model in Activity 5. Ask pupils to look back at the model text and underline phrases to use, e.g. Dear…, I’m going to go… Then, I’m not going to… I love… What are you going to do today? From, … . Pupils write their postcards individually. Pupils swap their work and give each other feedback. Encourage them to be positive and check for punctuation and spelling. ANSWER KEY: Pupils’ own answers

162

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 5

M10_RS_TB4_5997_M10.indd 162

31/03/2021 15:58

M07_RS_PB4_556

Activity Book pages 56 and 57

ANSWER KEY: 2 basketball, 3 bounce, 4 well, 5 quickly, 6 starfish, 7 clean, 8 brilliant

Mini project 8

Plan a beach clean up and some team sports. How are you going to clean up the beach?

Which team sports are you going to do?

Present your ideas to the class.

Today, I’m going to clean up the beach with my friends. I’m going to pick up rubbish and I’m going to make a film about it, too! Then I’m going to do some team sports. I’m going to play badminton and hockey!

Museum

Trail Card

I can read, write and say the names of ocean animals and sports.

3 4

What can you see in the exhibitions? Complete your Museum Trail Card.

Museum

Help our oceans!

I can ask and answer about sports activities and make plans.

I can ask and say when and where an event is.

Review Review 33 M07_RS_PB4_5560_M07.indd 75

Plan a beach clean up and some team sports. Tell pupils need to plan some activities, including team sports and cleaning duties. Read the questions and elicit possible answers. Groups discuss their ideas and plans.

9 ●

Present your ideas to the class. sess Pupils present their ideas to the class, e.g. with pictures, lists, sentences. SUPPORT Pupils make notes individually for each question before sharing their ideas with their group. STRETCH Pupils think of questions to ask after each presentation.

●

What can you see in the exhibitions? Complete your Museum Trail Card. Ask pupils what they can see in the two exhibition posters. Pupils draw something they would like to put in their time capsules on the front. Read through the I can… statements with the class and ask pupils to tick or write the ones they think they have achieved on their Museum Trail Cards. Pupils can also write their favourite words, phrases and facts from each unit.

Ending the lesson ●

You are going on a summer camp. Think and write. Pupils list the activities they want to do and why. Then complete the email.

Read and tick (✓). Tell your friend. Pupils tick the self-evaluation sentences that they can do. Then tell a friend.

ANSWER KEY: Pupils’ own answers

Vote. Sing or act out. Ask pupils which song or chant to do again.

Time to shine!

●

Read and complete. Use was, wasn’t, were and weren’t. Pupils read, then complete the text.

Time to shine!

3/24/21 4:18 PM

●

Complete the sentences. Then ask and answer. Pupils complete the sentences with the phrases. Then they ask and answer the questions.

ANSWER KEY: 2 was, 3 was, 4 wasn’t, 5 weren’t, 6 Were

I can make plans with friends.

●

Listen and complete. Then match. Ask and answer. Pupils complete the dialogue, then match and check against the audio. Then they ask and answer in pairs.

ANSWER KEY: 2 are playing, 3 are, going to do, 4 are going to, 5 What is / doing, 6 is doing

Let’s play together!

5 3/24/21 4:18 PM

6.23

ANSWER KEY: 2 want, 3 is / ’s, 4 Where, 5 time, 6 finish, b starts, c Yes, e 12 o’clock; 2 c, 3 a, 4 f, 5 b, 6 e

Time to shine!

Read and write. Pupils complete the email by unscrambling the words.

Hold a vote for pupils’ favourite character and story.

Activity 1

Pupil’s Book audioscript

Zoe I love the beach and I love the ocean, too! Marco I agree! There are a lot of sea animals. Look at those amazing dolphins! They’re jumping in the sea! Zoe Yes, you’re right, Marco! Dolphins are my favourite animals! Socks Miaow! Zoe No, sorry, Socks. You’re my favourite animal, of course! Hugo There are a lot of children, too. They’re having a good time together! Marco Oh, yes! The beach is a lot of fun! I love doing sports at the beach! Sofia Some children are playing volleyball and some children are swimming. Zoe What are those children doing? Are they doing a sport? Sofia No, they aren’t! They’re having a beach clean up! They’re picking up rubbish and they’re recycling rubbish. Zoe I think beach clean ups are great! Marco Me too! Oh, I’ve got an idea! I know what we can put in the time capsule: our poster about our beach clean up! Hugo That’s a brilliant idea, Marco. It shows that we’re helping the oceans! Zoe I’m going to go and help those children. I’m going to pick up rubbish! Sofia Yes, that’s a good idea! Let’s all help. Then we can play volleyball with them, too. We can play in a team! Come on, team!

Activity 6

Activity 7

Activity 8

Time to shine: Activity 10

Activity Book Practice

Ending the lesson

M10_RS_TB4_5997_M10.indd 163

163 31/03/2021 15:58

Goodbye

u e s u M e in h S d n a e is from The R

Key learning outcom

in Goodbye, the pupils will:

Wonder

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

Imagine

Recognise familiar words in phrases, sentences and texts

Build

Participate in social exchanges in English

Grow

Give a short presentation to the class

Shine

Consolidate target vocabulary and structures through story and song

164 M11_RS_TB4_5997_M11.indd 164

31/03/2021 16:01

Unit overview Target vocabulary Course vocabulary consolidation: everyday objects, sea animals, team sports, places in a town

Functional language Expressing likes and dislikes, talking about future plans

Recycling and building art gallery, basketball, cup, hockey, moustache, octopus, pot, smile, stadium, strawberries, turtle; clever, funny; I like / love… My favourite… I’m going to…

Target structures Course structures consolidation: like / don’t like… because… , going to future

Values I can reflect on what I have learnt.

Competency focus Make evaluations and self-evaluations, and participate in a constructive manner.

Language stretch I think this is a good object to put inside the time capsule because… .

Key progress indicator chart GSE range for Level 4: 25–35 (stretch 39) Development indicator: Speaking

Have a short conversation about my world.

Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic and at the highest level, being able to give a simple, prepared talk. Can express likes and dislikes in relation to familiar topics in a basic way. (29)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or feelings in short stretches of speech.

Can give simple reasons to explain preferences, given a model. (35)

Connect simple related ideas in a logical sequence in short stretches of speech.

Can talk about plans for the future in a simple way. (38)

Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.

165 M11_RS_TB4_5997_M11.indd 165

31/03/2021 16:01

Goodbye from The Rise and Shine Museum

Pupil’s Book page 76 Lesson objective Write the learning objective on the board: We’re reviewing what we’ve learnt and we’re saying goodbye.

Objectives Lesson aim: to review language from Units 1–6 Lesson language: art gallery, basketball, cup, hockey, moustache, octopus, pot, smile, stadium, strawberries, turtle; clever, funny I like / love… My favourite… I’m going to…

•

• •

Materials Audio; Flashcards from Units 1–6; Museum Trail Cards; Story cards; Our World video; A3 card / card file dividers / folders that open out (one per pupil for the lapbooks), A4 paper per pupil, glue, pairs of scissors

•

GSE Receptive: Listening: Can follow a simple conversation between two people or characters, if supported by pictures. Can understand simple sentences on familiar topics if spoken slowly and clearly, and with pauses. Productive: Speaking: Can express likes and dislikes in relation to familiar topics in a basic way. Can give simple reasons to explain preferences, given a model. Can talk about plans for the near future in a simple way.

•

Goodbye

from The m Rise and Shine Museu

Song

Well done! It’s brilliant!

It’s the Rise and Shine Museum. Come on! Let’s explore! It’s the Rise and Shine Museum. Exhibitions on every floor! We love visiting the museum. We always see interesting things. We do a lot of diﬀerent activities. We act, we play, we sing!

Hooray! We love putting things inside our time capsule!

Chorus But it’s time to say goodbye now. Goodbye Eva and Socks, too. Goodbye, goodbye, children. And goodbye, goodbye to you! Chorus Test your progress with English Benchmark Young Learners

3 4

What can you see?

7.01

7.02

Listen or watch. Which five things do the children put inside the time capsule?

I like Marco because he’s funny and clever.

Listen again. Which words do you hear?

Which is your favourite unit? I like Unit 5 because I love our oceans!

Goodbye 02/02/2021 15:24

M08_RS_PB4_5560_M08.indd 77

Have a Pupil’s Book quiz. Teams write down their answers or raise their hands. One point for each correct answer. 1 What does Zoe look like? 2 Name three materials. 3 Name three things you can do in a city. 4 Name five foods and their containers. 5 How do the museum kids protect the oceans? 6 Name three sports that begin with B. Allow pupils to look back through their books if they need to.

●

ANSWER KEY: 1 Zoe has got long, curly, black hair, brown eyes and a ponytail. 2 plastic, paper, wood, metal, rubber, glass 3 watch a show, go to a restaurant, visit an exhibition, buy a present, watch a match, go on a ride 4 bag of rice, piece of fruit, box of vegetables, glass of water, cup of hot chocolate, bottle of juice 5 They have a beach clean up. 6 basketball, baseball, badminton

●

166

Choose four more things to put inside your time capsule. Tell the class. I’m going to put a book about sharks inside my time capsule. I think sharks are brilliant!

I’m going to put a football inside my time capsule. I love playing football!

77 02/02/2021 15:24

Big Picture: What can you see?

Starting the lesson: warm up

●

I can shine! 5

Goodbye

M08_RS_PB4_5560_M08.indd 76

●

Ask and answer. Who’s your favourite character in Rise and Shine?

flower pot cup strawberries storybook octopus turtle hockey basketball pineapple art gallery moustache smile

Read and sing.

7.03

●

iagn ose

Ask pupils to look at the Big Picture. Encourage them to find things from each unit in the picture and say what they remember about them. Ask questions to elicit key language from Units 1–6, e.g. Whose is the flower pot? What ingredients are in the fruit salad? Listen or watch. Which five things do the children put inside the time capsule?

7.01

Remind pupils of the time capsule and elicit that the children put an object inside it in each unit of the Pupil’s Book. Play the audio and have pupils point to the things they hear in the picture as they listen. Read the question and play the audio again for them to listen for the answer. ANSWER KEY: the rubber boot flower pot, the recipe from the no-waste café, the poster about their beach clean up, their favourite storybook, a photo of Socks

Starting the lesson

Learning path

Big Picture

Activity 1

Activity 2

Animation

M11_RS_TB4_5997_M11.indd 166

31/03/2021 16:01

2 ●

●

Listen again. Which words do you hear?

Read the words as a class. Use the flashcards to revise the words if needed. They then tell their partner which words in the wordpool they heard. ANSWER KEY: flower pot, pineapple, strawberries, storybook, turtle, basketball

Home-school link: Pupils tell their family about what they learnt during the course.

7.03 7.04

Activity 1

Read and sing.

Play the audio and have pupils read the lyrics on the page. Play the song and encourage pupils to sing along. When pupils are confident with the words, play the karaoke version.

4 ●

●

Ask and answer. Read the first speech bubble to the class. Ask a confident pupil the question and ask them to say why. Pupils discuss their own ideas in groups. Pupils read the second question and say what their favourite unit was and why. Have a class vote on their favourite character and favourite unit.

5 ●

Choose four more things to put inside your time capsule. Tell the class.

In pairs, pupils agree on four more items for their time capsules. They can add their new items to the time capsule on their Museum Trail Cards. Invite two pupils to read out the model. Encourage pupils to notice the use of be going to. Pairs present their time capsules to the class. SUPPORT Write a sentence frame on the board for pupils to copy and complete with their own ideas before doing the discussion task: I’m going to put a inside my time capsule. I love . STRETCH For each object, ask Do you think that’s a good object to put in a time capsule? Why / Why not?

Ending the lesson ●

Make your lapbook. Find pictures or draw. Then write.

Pupils use the questions to help them think about what they’ve learnt during the course. They then find or draw pictures and complete the sentences. They paste the pictures and answers into their lapbook.

●

3 ●

7.02

Have pupils choose a song, chant or video that they would like to do again.

Activity Book pages 58 and 59

ANSWER KEY: Pupils’ own answers 7.05

Think and write. Then listen and check.

ANSWER KEY: 2 funfair, 3 ugly, 4 pick up

Eva Zoe Eva Hugo

It’s time to fill your time capsule! Hooray! So, what are you going to put inside it? We’ve got our flower pot from the upcycling exhibition. Eva Oh, yes. I like that! Marco And we’ve got the recipe for our dish from the No-waste Café. There’s a lot of ugly fruit in that. There’s a pineapple and there are a lot of strawberries. Eva Brilliant! Zoe And we’ve got the poster about our beach clean up. Look at the turtle and the seal. I like helping the ocean. Eva Great! Sofia And I’m going to put our favourite storybook inside the time capsule. It’s about a girl and a boy, Grace and Tom, and a basketball competition. Eva Oh, yes! No, Socks! You can’t go inside the time capsule. Zoe Yes, he can! I’m going to put this photo of Socks inside, too. We want the children of the future to meet Socks! Eva Oh, that’s a good idea! OK! Let’s close the time capsule now and put it in the museum garden. Hugo Hooray! We love putting things inside our time capsule! Eva Well done! It’s brilliant. Sofia Oh! Look at that poster! That festival looks interesting… .

The end of Level 4 is a good time to introduce English Benchmark Young Learners 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, choosing a level, administering the test and interpreting scores, please visit pearsonenglish.com/benchmark. English Benchmark Young Learners

Think and write. Pupils think about whether they like or don’t like the words in the first box. They then decide why using words from the second box.

Pupil’s Book audioscript

Read and match. Then ask and answer for you.

ANSWER KEY: 2 d, 3 b, 4 a

Read and match.

ANSWER KEY: 1 f, 2 a, 3 b, 4 c, 5 e, 6 d

Activity 3

Activity 4

I can shine: Activity 5

Activity Book Practice

Ending the lesson

M11_RS_TB4_5997_M11.indd 167

167 31/03/2021 16:01

Museum Takeover Day

Pupil’s Book page 78 Materials Audio; Flashcards; A4 paper or card, colouring pencils, coloured card, scissors (optional), glue

Objectives Lesson aim: to talk about working in a museum Target language: clean the museum, cook in the museum café, help in the museum shop, plan an exhibition, welcome visitors, work as a tour guide, I enjoy…

•

• •

Starting the lesson: warm up ●

●

Read Sofia’s question to the class. Pupils work in small groups and say what they are going to do. Encourage them to say why, if possible.

Big Picture: What can you see?

Ending the lesson

●

iagn ose

Ask pupils to look at the Big Picture and say what they can see. Point to things and ask questions about the picture, e.g. How many people can you see? Where is the boy with black hair? What’s he doing? Elicit that today is a special day where children do different jobs.

1 ●

8.01

Listen. What’s for lunch today?

Play the audio and have pupils point to the children and the activities as they listen. Pupils also answer the question. Read the question and answer options. Then play the audio again for pupils to choose. Ask more confident classes follow-up questions e.g. Does Idris want to go shopping? Do you want to go to a museum takeover day? ANSWER KEY: b

2 ●

● ●

●

Listen and point. Then listen and repeat.

8.03

Listen, read and say. Then join in.

Play the audio and have pupils listen and follow the words to the rap. The pupils call out the missing word in each line. Play the audio again. Pupils join in and act out the words, e.g. cook, clean, plan, play.

4 ●

8.02

Play the audio and have pupils point to the activities in the picture. Play the audio again and have pupils repeat the phrases. Ask questions to elicit the new target vocabulary, e.g. What’s number 2 doing? If useful, play the Activity 1 recording again now. Use the flashcards to elicit and practise the vocabulary unprompted.

3 ●

WONDER HELPER

Brainstorm words related to museums, e.g. things you can see, places, and other vocabulary, e.g. exhibition, picture. Write the lesson objective on the board: We’re learning words to talk about jobs we can do in a museum.

Make a Museum Takeover Day brochure. Draw and write.

Pupils make a brochure of the jobs they have chosen for the Museum Takeover Day individually or in pairs. They can use suggestions from Sofia the Wonder Helper to help them. Encourage them to be creative and add illustrations, captions and decoration to their brochures. SUPPORT Display the target structures and vocabulary on the board to support pupils’ writing. STRETCH Invite confident groups to present their brochures to the class.

168

●

Nominate pupils to come to the front and mime using one of the activities from the lesson.

Activity Book page 60

Look and write. Then imagine, point and say. Pupils complete the phrases with the words in the wordpool.

ANSWER KEY: 2 work, 3 clean, 4 plan, 5 help, 6 cook

8.04

Match. Then listen and check. Pupils match each line of the rap lyrics, then listen to check.

ANSWER KEY: It’s Museum Takeover Day, Children do everything! We help, we cook, we clean, we plan, And then, of course, we play!

Activity 1

Pupil’s Book audioscript

Jan

Museum Takeover Day is my favourite day of the year. Children do all the jobs in the museum. Today, I’m welcoming visitors. Hi! Come in. Welcome to the museum! I love museums! Come and meet my friends. Hi, Sue. What are you doing? Sue Hi, Jan. Sorry, I can’t talk now. I’m working as a tour guide. Jan OK! Sorry! Hi, Idris! Idris Hi! I’m helping in the museum shop. It’s fun! Do you want to go shopping? Jan Ha, ha! No, thanks. See you later! Hi, Kim. Kim Hi, Jan. I’m cooking in the no-waste museum café. I enjoy cooking in the kitchen. Jan Great! Kim It’s pizza for lunch today. Jan Yum! Hi, Tom! Tom Hi, Jan. I’m busy, too! I’m cleaning. I enjoy cleaning the museum. Jan Oh, yes. Well done! What about you, Laura? Laura I’m planning an exhibition. It’s very exciting! Jan Wow! It looks great! OK, time to go back to work now. Bye!

Starting the lesson

Activity 1

Activity 2

Flashcards and extra activity

Activity 3

Activity 4

Activity 5

Activity Book Practice

Ending the lesson

M12_RS_TB4_5997_M12.indd 168

31/03/2021 16:06

World Food Day

Pupil’s Book page 79

Objectives Lesson aim: to talk about a healthy diet Target language: eat a healthy diet, eat a lot of fruit and vegetables, choose brown bread and rice, drink a lot of water, don’t eat a lot of sugar, don’t eat junk food; We should / shouldn’t… .

• •

Starting the lesson: warm up ●

●

Put pupils into teams and and ask them to write down as many food and drink words as they can in two minutes. Write the lesson objective on the board: We’re learning to talk about what food we should eat. Pupils look at the Big Picture. Give them an extra 30 seconds to add more words to their lists. Teams count up their words to find the winner.

●

8.05

Listen. Which food are the children sharing?

Play the audio and have pupils point to the children and the food as they listen. Read the question-and-answer options. Then play the audio again for them to choose the correct answer. Ask more confident classes follow-up questions, e.g. What fruit and vegetables do you hear? Do you eat apples?

2 ●

● ●

8.06

●

Listen and point. Then listen and repeat.

Activity Book page 60

8.08

Think and write. Then listen and check. Pupils look at the picture and complete the sentences. Play the audio for them to check their answers.

Activity 1

Pupil’s Book audioscript

Boy 1

Listen, read and say. Then join in.

Play the audio. Pupils follow the words, calling out the missing word in each line. Play the audio again and encourage pupils to join in.

4 ●

8.07

Call out true and false statements, e.g. We should eat a lot of sugar. If the sentence is true, pupils should clap their hands. If it is false, they stamp their feet. Alternatively, pupils put their hands up / cross their arms.

ANSWER KEY: 2 should / water, 3 shouldn’t / food, 4 should / vegetables, 5 should / brown, 6 shouldn’t / sugar

Play the audio. Pupils point to the activities in the picture. Play the audio again and have pupils repeat the phrases. Ask questions to elicit the target vocabulary, e.g. What does number 3 say? If useful, play the Activity 1 recording again. Use the flashcards to elicit and practise the vocabulary unprompted.

Pupils work in groups and discuss. Ensure they are using the target language correctly. Groups make a poster of their ideas. They should write sentences and draw or find pictures to illustrate their points. Encourage them to be creative. SUPPORT Display the target structures and vocabulary on the board to support pupils with their discussion and the writing stage. STRETCH Invite confident groups to present their posters to the class.

Ending the lesson ●

ANSWER KEY: b

●

•

Read Hugo’s question to the class. Have pupils stand up and walk around the classroom, sharing their answer with different friends.

iagn ose

Ask pupils to look at the Big Picture again and make sentences about it. Point to things they may know and ask questions, e.g. Is there a lot of sugar? Is it good to eat a lot of pizza? Ask pupils what they think the exhibition is about.

Materials Audio; Flashcards; A3 paper or card (one sheet per group), colouring pencils

IMAGINE HELPER

Big Picture: What can you see? ●

●

Make a healthy eating poster.

Pupils need to decide which food is and isn’t good for them and write sentences giving advice on how to have a healthy diet.

Today is World Food Day. Our school is having an exhibition about food. Look at this table. It’s about eating a healthy diet. There are some vegetables, some brown rice and some fish. Yum! Do you eat a healthy diet, Rachel? Rachel Yes, I do! I eat a lot of vegetables every day. I can see some beans and a lot of potatoes. This apple tastes really good! Boy 2 Look at this table! All the food is brown. There’s brown bread, brown rice and brown pasta. Mmm… . This sandwich is tasty! What are you drinking, Freya? Are you drinking juice? Freya No, I’m not. I’m drinking water. We should drink a lot of water. Boy 3 Oh, yes. Juice has got a lot of sugar in it. We shouldn’t have a lot of sugar. Look at these cakes and sweets! I don’t want to eat them. They look horrible. Girl 3 This junk food looks horrible, too. We shouldn’t eat junk food. It isn’t healthy. Please can you share your apples, Rachel? Rachel Yes, of course. I’ve got apples for everyone!

Starting the lesson

Activity 1

Activity 2

Flashcards and extra activity

Activity 3

Activity 4

Activity Book Practice

Ending the lesson

M12_RS_TB4_5997_M12.indd 169

169 31/03/2021 16:06

International Day of Forests

Pupil’s Book page 80 Materials Audio; Flashcards; A3 paper or card (one per group), colouring pencils

Objectives Lesson aim: to talk about protecting forests Target language: close gates, don’t drop rubbish, don’t pick flowers, don’t touch animals, plant trees, stay on the paths: We must / mustn’t

•

• •

Starting the lesson: warm up ●

●

iagn ose

Pupils look and say what they can see. Elicit that the picture shows things we should and shouldn’t do in a forest. Read the lesson title and tell pupils it is a special day: International Day of Forests. Pupils make predictions about what the children will do and learn.

1 ●

Listen. What do the children want to build? Play the audio and point to the children in the picture. Read the question-and-answer options and pre-teach the three words by drawing pictures on the board. Then play the audio again for pupils to choose. Ask confident classes follow-up questions, e.g. Do you go to the forest? What do you do there?

2 ●

●

Listen and point. Then listen and repeat.

8.11

Listen, read and say. Then join in.

Play the audio. Pupils follow the words, calling out the word that is missing on each line. Play the audio again and encourage pupils to join in. Ask pupils why we should plant trees and why trees are necessary. Extend to discuss deforestation if interested.

4 ●

8.10

Play the audio. Pupils point to the activities in the picture. Pupils think about whether the actions are good or bad. Call out the phrases randomly (remove ‘don’t’ from the negative phrases) and have pupils say yes or no, e.g. Touch animals (no). Play the Activity 1 recording again. Use the flashcards to elicit and practise the vocabulary unprompted.

3 ●

Make a forest walk poster.

Play Statues. You will need some music. (See pages 26–27.)

Activity Book page 61

8.12

Look and tick (✓) or cross (✗). Then listen and check. Tell a friend. Tell pupils to look at the poster. Pupils decide individually which are good or bad, and mark each box in the key with a tick or a cross. Play the audio to check. Pupils talk about which you must and mustn’t do, in pairs.

ANSWER KEY: plant trees ✓, touch the animals ✗, drop rubbish ✗, close the gates ✓, stay on the paths ✓

Think and write. Pupils write the sentences with must or mustn’t and a verb.

POSSIBLE ANSWERS: 2 mustn’t touch, 3 must close, 4 must stay, 5 mustn’t drop, 6 mustn’t pick

Activity 1 Woman Sue Woman Kim Jan Woman Sue Woman Tom Woman Kim

Tell pupils they need to think about the actions people must and mustn’t do to help protect the forest and its wildlife. Pupils work in groups and discuss their ideas. Ensure they are using the target language correctly. Groups make a poster with their ideas. They write sentences and draw or find pictures to illustrate their points. Encourage them to be creative. SUPPORT Display the target structures and vocabulary on the board to support pupils. STRETCH Invite confident groups to present their posters to the class.

170

●

8.09

ANSWER KEY: a

●

Read Marco’s question to the class. Brainstorm other things people can do in a forest, e.g. have a picnic, take photos of animals, climb a tree, before asking pupils to answer the question.

Ending the lesson

Big Picture: What can you see? ●

BUILD HELPER

Put pupils in groups and give them three minutes to write words they associate with the forest. Write the objective on the board: We’re learning words to talk about how to protect the forest. Invite groups to share their words with the class, e.g. In the forest there are a lot of trees.

Idris Woman Laura Woman Sue

Pupil’s Book audioscript

Hi, children. Welcome to the forest on this very special day, International Day of Forests! We love the forest! It’s beautiful. Yes, it is! We must look after our forests. Yes! But what can we do? I’m planting a tree. Oh, that’s great! And I’m closing the gate. That’s important. Yes, it is. And we must stay on the paths, too. Look at me! I’m on the path. Well done! There are a lot of things we mustn’t do in the forest, too. We mustn’t pick flowers. OK. I like these beautiful flowers. But I’m not going to pick them. I want them to grow. And we mustn’t touch animals. We can look at them, but we mustn’t touch them. That’s a cute rabbit! Yes, it is! And of course, we mustn’t drop rubbish. I’m putting my rubbish in my bag. Well done! You’re all looking after the forest. Now, let’s have some fun. Come on! Let’s build a den! Hooray! We love building dens!

Starting the lesson

Activity 1

Activity 2

Flashcards and extra activity

Activity 3

Activity Book Practice

Ending the lesson

M12_RS_TB4_5997_M12.indd 170

31/03/2021 16:06

Museum Open Day

Pupil’s Book page 81 Materials Audio; Flashcards

Objectives Lesson aim: to talk about fun activities Target language: do a tour, draw a picture, listen to a story, look at objects, make a model, play a game; Would you like to… ? Yes, I would! I’d like to…

•

• •

Starting the lesson: warm up ●

●

Ask: What exhibitions do we see in our book? What objects do we see? What do the characters learn about? Write on the board: We’re learning words to talk about things we can do in a museum.

Big Picture: What can you see? ●

●

iagn ose

Ask pupils to look at the Big Picture and say what they can see. Elicit that the picture shows different activities you can do in a museum. Ask questions about the picture to engage pupils and spark curiosity, e.g. How do you think they play the game? Do you want to play it?

1 ●

●

Listen. What is Dina going to do?

8.13

Play the audio and have pupils point to the children in the picture as they listen. Read the question-and-answer options and pre-teach the three phrases. Then play the audio again for them to choose the correct answer. Ask confident classes follow-up questions, e.g. Would you like to be a museum guide? What is boy 5 drawing?

Act out a Museum Open Day. Ask and answer.

Read the instructions and explain that pupils are going to act out a role play about a Museum Open Day. Invite two pupils to read out the model dialogue. Tell pupils they should pretend to be someone who works at the museum, or a visitor. They should ask and answer questions about all the activities. Pupils act out their role play in pairs. Ensure they are using the target language correctly. SUPPORT Display the target structures and vocabulary on the board to support pupils. STRETCH Invite confident pairs to act out their role play for the class.

Ending the lesson ●

Invite pupils to find other actions in the Pupil’s Book and write down the page number, e.g. watch a show, play badminton, etc.

Activity Book page 61

Write and match. Then ask and answer for you. Pupils unscramble the words and complete the dialogue, then match the dialogues with the pictures. They then ask and answer the questions in pairs.

ANSWER KEY: 1 b, 2 a, 3 c, 4 d, b picture / would, c model / I would / like to, d Would / game / wouldn’t

ANSWER KEY: c

2 ●

●

● ●

Play the audio. Pupils point to the activities in the picture. Play the audio again and have pupils repeat the phrases. Pupils rank the activities in their order of preference. Then compare their answers with a friend. If useful, play the Activity 1 recording again. Use the flashcards to elicit and practise the vocabulary unprompted.

3 ●

●

Listen and point. Then listen and repeat.

8.14

Listen, read and say. Then join in.

8.15

Pupils follow the words and say the word that is missing in each line. This activity provides further practice of the target vocabulary. With the pupils, create a gesture for each verb: play, listen, draw, make. Play the audio again. Pupils join in and do the gestures. GROW HELPER Read Eva’s question. Put pupils into small groups. Pupils answer the question and say what activities they would like to do. Encourage them to say why, if possible.

Activity 1

Pupil’s Book audioscript

Man Hello and welcome to the Museum Open Day! Boy 1 This is so exciting! Man There are a lot of brilliant activities. You can choose! So, would you like to listen to a story about an old castle? Boy 1 Yes, I would! Man OK. John is our storyteller today. Can you see him over there? Boy 1 Oh, yes. Thank you. Girl 1 I’d like to play a game. Man There are some children playing a game about ships and pirates. Would you like to play, too? Girl 1 Oh, yes, please! Boy 2 I’d like to draw a picture. Man Yes, OK. Would you like to draw a picture of that boat, Kai? Kai Oh, yes. Thank you! Girl 2 I’d like to make a model. Man OK! Can you see those children over there? They’re making a model out of rubbish. Girl 2 Great! Thanks. Boy 3 I want to see everything! Can I do a tour of the museum? Man Yes, of course. I’ll be your guide! What are you going to do, Dina? Dina I’m going to look at the objects in the museum. There are so many interesting things to see!

Starting the lesson

Activity 1

Activity 2

Flashcards and extra activity

Activity 3

Activity 4

Activity Book Practice

Ending the lesson

M12_RS_TB4_5997_M12.indd 171

171 31/03/2021 16:06

Future skills 1 – Work with others

Pupil’s Book page 82

Objectives Lesson aim: to learn about working in a team Target language: What can I do? How can I help you? Let’s work together / think of some ideas. Shall we work together?

Materials Audio; slips of paper (one per pupil)

•

• •

Future skills

Work with others

●

9.01

Listen and read. Does Sara like working with Jack?

You can work alone. Or you can work in a group.

Sara isn’t happy.

●

I don’t want to work in a group. I want to work alone!

Why does Jack help Sara?

Have pupils read the story again. Read the question together and give pupils time to read and choose the correct option. Ask pupils if they think it is better to work together in pairs or groups, or to work alone. ANSWER KEY: a

It’s good to work together.

Oh, dear! I need help!

3 ●

Can I help you? We help each other. And we learn from each other, too!

Yes, please, Jack!

●

Why does Jack help Sara?

Time to shine!

a Sara thinks the work is diﬃcult. b Sara doesn’t understand the work. c Sara doesn’t want help.

Imagine you want to help someone. What can you say?

Your friend can’t come to play football on Saturday.

– Can I help you? – I want to help. –… –…

I want to play football but I’ve got a lot of homework.

POSSIBLE ANSWERS: Let’s work together. I can help you. Do you want (some) help?

Can I help you?

Yes, please! I can’t do this question.

Useful language What can I do? How can I help you? Let’s work together / think of some ideas. Shall we work together?

●

Imagine and act out.

Time to shine!

Reflect How can your friends help you?

Future skills 1 Work with others

Z02_RS_PB4_5560_Z02.indd 82

3/24/21 6:42 PM

●

Starting the lesson: warm up ●

●

Tell pupils that throughout the Future skills lessons they will follow the stories of four children. Have pupils look at the story in Future skills 1 and point to each of the characters, saying their names: Sara (the girl in the purple top), Jack (the boy in the green shirt), Keira (the girl in the blue pinafore) and Zain (the boy in the red and white T-shirt). To help pupils familiarise themselves with the new characters, have the pupils look at the Future skills 1 story and describe the characters they can see.

1 ●

●

Imagine you want to help someone. What can you say?

Ask pupils to think of a time when they helped someone. Elicit a few ideas from the class or suggest a few ideas of your own, e.g. a friend doesn’t know the answer to a question. Read the sentences as a class. Have pupils write two more ways of offering help. Read the Useful language box together and drill the sentences with the class. Invite pupils to compare their ideas with the ideas in the box.

●

REFLECT

Listen and read. Does Sara like working with Jack? Tell pupils they are going to read and listen to a story about the children at school. Play the audio and have pupils follow the text as they listen. Read the question, then play the audio again and elicit answers. Ask follow-up questions to check comprehension. 9.01

Read the question to the class. Pupils think of a problem they may have at school. Pupil A explains their problem, e.g. I don’t understand this word. Pupil B offers to help, e.g. Can I help you? I know this word. It means… . Encourage pupils to use the Useful language box as support.

Ending the lesson ●

ANSWER KEY: yes

Imagine and act out.

Read the situation together. Ask pupils to suggest a few reasons why their friend can’t play football with them and write their ideas on the board. Invite two pupils to read out the model dialogue, then elicit the reason given. Pupils act out the situation in pairs. One pupil is the friend who can’t play football. The other pupil offers to help their friend. Encourage them to use their ideas from Activity 3 and the Useful language box. SUPPORT Display the Useful language on the board to support pupils with the role play. STRETCH Invite pupils to think of a new situation and act it out using some different expressions.

Ask pupils to think of one way in which they can help someone at school or at home. Have them write their idea on a slip of paper as an exit pass.

Starting the lesson

Activity 1

Activity 2

Activity 3

Time to shine: Activity 4

Ending the lesson

M13_RS_TB4_5997_M13.indd 172

31/03/2021 16:09

Future skills 2 – Respect others

Pupil’s Book page 83

Objectives Lesson aim: to learn to respect and celebrate diversity Target language: It’s good to work with you. I like / enjoy working with you. Let’s… Thank you. You’re welcome.

Materials Audio; small coloured sweets that are the same inside or sweets that are the same but have different wrappers

•

• •

Future skills

9.02

Respect others

●

Listen and read. Why don’t Tiger and Turtle want to work together?

I want Tiger and Turtle to work together.

●

I don’t like Turtle. He’s small and slow.

No! I’m not going to work with Turtle. I don’t like Tiger. He’s big and scary!

I don’t want to work with Tiger.

We are diﬀerent on the outside but we are all the same on the inside!

ANSWER KEY: b

We work well together, Turtle.

I’m sorry, Turtle.

● I’m sorry too, Tiger!

Yes, it’s good to work with you, Tiger!

Time to shine!

What do Tiger and Turtle learn? a We are diﬀerent inside. b We are the same inside.

How can we respect others?

●

Imagine and act out.

I don’t like the new girl. Let’s go and say hello to her together. Hello! What’s your name?

Useful language

Time to shine!

It’s good to be friends.

I like / enjoy working with you. Thank you. It’s good to work with you. Let’s… . You’re welcome.

Reflect Are you friends with everyone in your class?

Future skills 2 Respect others Z02_RS_PB4_5560_Z02.indd 83

●

Put one sweet of each colour on a table where pupils can see them. Ask pupils what is different about the sweets. Ask pupils what colour they think the sweets are inside. Elicit ideas, then ask pupils what is the same and different about the sweets.

9.02

●

3/24/21 6:42 PM

Starting the lesson: warm up ●

How can we respect others?

Make sure pupils understand the word respect. Elicit that when we respect someone, we accept who they are, even if they are different from us. Explain that it’s important to understand that people have different ideas and opinions about things. Read the examples as a class. Then have pupils write two more ideas. POSSIBLE ANSWERS: Respect different cultures, religions, ideas from our own. Include everyone in work and play. Don’t leave people out because we think they are ‘different’.

Your friend doesn’t like her new classmate. What do you do?

– Listen. – Be kind. –… –…

What do Tiger and Turtle learn?

Have pupils read the story again. Read the question together and give pupils time to read and choose the correct option. Ask pupils to think of things they have in common with their classmates to demonstrate how they are the same, e.g. their age, where they live, perhaps their likes and dislikes.

● ●

Listen and read. Why don’t Tiger and Turtle want to work together?

Have pupils look at the pictures of Turtle and Tiger. Elicit ideas about how the two animals might be the same and different. Play the audio and have pupils follow the text as they listen. Read the question and check comprehension. Then play the audio again and elicit answers. Ask follow-up questions, e.g. How are Turtle and Tiger different? Do they work well together at the end? ANSWER KEY: Because they think they are different from each other.

Imagine and act out.

Read the Useful language box and drill the sentences with the class. Invite pupils to match their ideas from Activity 3 with the phrases in the box. Read the situation together. Ask pupils how they think the new girl might feel. Elicit that it might be a good idea to help the two girls make friends. Two pupils read out the model dialogue. Pupils act out the situation in pairs. Encourage them to use their ideas from Activity 3 and the Useful language box to help them. SUPPORT Display the useful language on the board to support pupils with the role play. STRETCH Invite pupils to think of a new situation and act it out.

REFLECT Give pupils time to think about the question. They could look around the class and see how many pupils they are friends with or how many pupils they usually work with. Tell pupils that they are going to make friends with someone new. Have pupils stand up and go and talk to their classmates using phrases from the Useful language box, e.g. Hi, let’s work together, etc.

Ending the lesson ●

Ask pupils to try to find someone who is different from them inside. Explain that they will need to ask questions to find out, e.g. about the things they like doing. Elicit some questions for the pupils to ask each other, if necessary. Pupils go around the class asking each other questions. This activity fosters an awareness and celebration of diversity.

Starting the lesson

Activity 1

Activity 2

Activity 3

Time to shine: Activity 4

Ending the lesson

M13_RS_TB4_5997_M13.indd 173

31/03/2021 16:09

Future skills 3 – Oral communication

Pupil’s Book page 84 Materials Audio

Objectives Lesson aim: to learn to work cooperatively Target language: What can I do? Let’s talk to each other. What do you want to do? Let’s work together / as a team. I feel happy / sad.

•

• •

Future skills

9.03

●

Listen and read. Why is there a problem?

We need to write about a sport…

I’m going to draw the picture!

The children are doing a presentation.

Oral communication

… and we need to draw a picture, too.

There are three pictures and no writing!

Oh, no!

●

Let’s start again! Jack draws the picture. Sara and I write.

POSSIBLE ANSWERS: They probably feel silly because they didn’t discuss who should do what, and they initially all drew pictures and no one wrote text.

Yes. Let’s talk to each other!

How do they feel at the end of the story? Why?

How can we talk to each other?

3 ●

Time to shine!

– Ask questions. – Listen to each other. – Talk about how you feel. –… –…

Imagine and act out.

I say hello to my teacher in the morning.

Useful language

●

What can you do every day?

●

I talk to my friends at lunch.

What do you want to do? What can I do? Let’s talk to each other. Let’s work together / as a team. I feel happy / sad.

Reflect What should you do when you work in a group?

POSSIBLE ANSWERS: By inviting everyone in your group to talk and listen to each other’s ideas.

3/24/21 6:42 PM

Time to shine!

Starting the lesson: warm up

●

Start the lesson silently. Write: How can we share our ideas? on the board and elicit ideas from the class silently. Encourage pupils to respond silently, inviting them to draw pictures on the board, e.g. to show talking, drawing, writing, miming. Ask pupils if they found it difficult to communicate their ideas without speaking. Point out that we can communicate in different ways and that speaking is just one way.

1 ●

●

How can we talk to each other?

Remind pupils of the ideas they came up with in Starting the lesson. Then point out that this lesson is about oral communication, which means speaking. Read the sentences as a class. Then have pupils work together to write two more ways of communicating. Read the Useful language box together and drill the sentences with the class. Invite pupils to compare their ideas with the ideas in the box.

Future skills 3 Oral communication

Z02_RS_PB4_5560_Z02.indd 84

●

How do they feel at the end of the story? Why?

Have pupils read the story again. Read the question and give pupils time to read and think about how the children feel. Elicit that, at first, they probably felt silly because they didn’t do the activity well, but at the end they are happy that they all know what to do. Ask pupils how the children decide what each group member will do (one child gives a job to each child). Elicit other ways pupils can use to decide who does what, e.g. having each pupil choose, having them take turns each lesson, or by randomly assigning activities to pupils.

9.03

4 ●

●

Listen and read. Why is there a problem?

Tell pupils they are going to read and listen to a story about children working in a group. Ask Do you always talk when you work in a group? Play the audio and have pupils follow the text as they listen. Read the question, then play the audio again and elicit answers. Ask follow-up questions, e.g. Who does the writing? How do they solve the problem? ANSWER KEY: The children don’t talk to each other and they all do the same thing.

Imagine and act out.

Read the instructions together. Ask pupils how they communicate with people every day. Elicit a couple of ideas from the class. Invite two pupils to read out the model dialogue. Then ask pupils who else they meet every day and can talk to. Pupils take turns to share different ways in which they can communicate with people. SUPPORT Monitor as pupils work and write any emergent language on the board. STRETCH Invite pupils to act out mini-role plays demonstrating their ideas.

REFLECT Read the question to the class. Brainstorm ideas and write pupils’ ideas on the board, e.g. ask each other questions, ask our friends how they feel. Ask pupils to suggest more ideas about how they can work successfully in groups using the Useful language box, e.g. we can ask What do you want to do?.

Ending the lesson ●

Tell pupils they are going to talk to everyone in the class. They can ask questions, or just say hello to each person. Have everyone stand up and walk around the classroom. Give pupils five to ten seconds to talk to one pupil, then signal for them to change and talk to someone else. Pupils could also do this activity while seated in groups.

Starting the lesson

Activity 1

Activity 2

Activity 3

Time to shine: Activity 4

Ending the lesson

M13_RS_TB4_5997_M13.indd 174

31/03/2021 16:09

Future skills 4 – Responsibility

Pupil’s Book page 85 Materials Audio; slips of paper (one per pupil)

Objectives Lesson aim: to learn to be a responsible citizen Target language: What can I do? How can I help you? Let’s work together / think of some ideas. Shall we work together?

•

• •

Future skills

● Responsibility

Listen and read. What does the teacher ask the class to do?

9.04

This week, you are going to look after a flower. The flower wants to grow!

I love computer games. I’m winning!

Ask pupils if they think it is better to be responsible or not. Encourage them to give reasons for their answers and demonstrate with examples, where possible. ANSWER KEY: Jack: I am looking after the flower. I am responsible. Zain: I am not looking after the flower. I am not responsible.

The flower is big now! It loves water and sun.

3 ●

It’s important to look after things. You can learn to be responsible.

●

Read and choose for Jack and Zain. Jack I am / am not looking after the flower. I am / am not responsible.

3 Imagine and act out.

Zain I am / am not looking after the flower. I am / am not responsible.

– Listen to others. – Think about what others need. – Think about how we can help others. –… –…

n you do every day?

POSSIBLE ANSWERS: Look after our things. Offer to help at home. Look after our pets. Keep our classroom tidy. Be responsible for the things we do and say. Do jobs at home to help. Take care of little brothers and sisters.

Time to shine!

How can we be responsible?

Imagine and act out.

How can you be responsible? I can make my own breakfast.

Time to shine!

I can do all my homework.

Useful language What do you need? What do I need to do?

What should you do when you work in a group?

How do I look after… ? I’m going to look after… .

Reflect When you are responsible, how do you feel?

●

Future skills 4 Responsibility Z02_RS_PB4_5560_Z02.indd 85

85 3/24/21 6:42 PM

Starting the lesson: warm up ●

●

9.04

●

Model some unacceptable or irresponsible behaviour, e.g. throwing paper on the floor, leaving pens all over the desk, pretending to draw on a book. Ask How can I look after the things in the classroom? Encourage pupils to suggest ideas, e.g. put the pens away, pick up the paper, etc.

●

Listen and read. What does the teacher ask the class to do?

Have pupils look at the pictures in the story and predict what it is about. Draw pupils’ attention to the question. Then play the audio again and elicit answers. Ask follow-up questions to check comprehension, e.g. Do all the children look after the flower? Do all the flowers grow?

Imagine and act out.

Read the question together, then invite two pupils to read out the model dialogue. Elicit different ways in which pupils can be responsible and write on the board. Read the Useful language box together and drill the sentences with the class. Invite pupils to think of ways of completing the unfinished sentences and questions using the ideas on the board, e.g. I’m going to look after my pet. How do I look after my dog? I can take him for a walk every day. Pupils discuss their ideas in groups. Encourage them to use their ideas from Activity 3 and the Useful language box to help them. SUPPORT Elicit ideas in L1 first and then write them in L2 on the board. STRETCH Have pupils make a list of the ideas they come up with in their group and then read it out to the class.

REFLECT Read the question to the class and elicit ideas about how pupils feel. Ask questions for added support, e.g. Do you feel happy when you do something responsible? How do you feel when you are not responsible?

ANSWER KEY: look after a flower

●

How can we be responsible?

Make sure pupils understand the meaning of responsible. Ask Are you responsible? Elicit ideas about the kind of things they do that are responsible, e.g. feeding and / or cleaning a pet every day, taking a pet dog for a walk every day. Read the sentences as a class. Then have pupils write two more ways they can be responsible.

Ending the lesson

Read and choose for Jack and Zain.

●

Draw pupils’ attention to the pictures of Jack and Zain. Read the two statements together and give pupils time to read the story again and choose the correct option for Jack and Zain.

Ask pupils to think of one thing they can start doing to be more responsible either at school or at home. Have them write their idea on a slip of paper as an exit pass. Collect the passes and ask pupils in a future lesson if they have managed to do what they wrote.

Starting the lesson

Activity 1

Activity 2

Activity 3

Time to shine: Activity 4

Ending the lesson

M13_RS_TB4_5997_M13.indd 175

31/03/2021 16:09

Future skills 5 – Empathy

Pupil’s Book page 86 Materials Audio; a selection of cards with a known emotion word (or emoji) on each; sheets of paper (one per pupil)

Objectives Lesson aim: to learn to recognise and understand people’s feelings Target language: What can I do? How can I help you? Let’s work together / think of some ideas. Shall we work together?

•

• •

Future skills

9.05

Empathy

●

Listen and read. How does Jack feel?

●

It’s Zain’s birthday on Saturday.

I’m going to wear my skiing clothes!

ANSWER KEY: b

Zain is going to have a sports party!

At the party.

I feel bad.

Jack looks funny!

●

Why is Jack wearing those clothes?

Don’t feel bad! I’m wearing skiing clothes now, too! I think we look great!

●

How does Zain help?

●

a Zain tells Jack to go home. b Zain wears skiing clothes with Jack.

How can you help someone feel good?

Imagine and act out.

Your friend feels sad. What do you do?

– Ask if they are OK. – Smile. – Be kind. –… –…

POSSIBLE ANSWERS: Ask if you can help. Share your things.

I understand. Let’s try to find it.

Don’t feel bad / sad! I understand!

Time to shine!

Reflect How can people help you when you feel sad?

4 ●

Future skills 5 Empathy

Z02_RS_PB4_5560_Z02.indd 86

3/24/21 6:42 PM

Starting the lesson: warm up ●

●

Draw some simple pictures of faces showing different emotions on the board or display emojis that express basic emotions. Invite pupils to say what feeling each one expresses.

9.05

How can you help someone feel good?

Ask pupils to think of a time when they helped someone feel better. Elicit a few ideas from the class or suggest a few ideas of your own, e.g. inviting someone who is alone to play with them. Encourage pupils to think about what they did to make the person feel good. Read the ideas as a class. Then have pupils write two more ideas. Read the Useful language box together and drill the sentences with the class. Invite pupils to compare their ideas with the ideas in the box.

I feel sad today. I can’t find my favourite toy.

Useful language Are you OK? Don’t worry!

●

Time to shine!

c Zain laughs at Jack.

How does Zain help?

Have pupils read the story again. Read the question together and give pupils time to read and choose the correct option. Ask pupils if they think Zain is a good friend.

●

Listen and read. How does Jack feel?

Using the pictures from Starting the lesson, ask pupils to think about times when they felt these emotions. Elicit at least one example for each one. Pupils may need to use L1 for this. Tell pupils they are going to read and listen to a story about Jack and Zain at a party. Play the audio and have pupils follow the text as they listen. Ask How do you feel when you go to a party? Then draw pupils’ attention to the question. Play the audio again and elicit answers. Ask follow-up questions to check comprehension and to elicit a personal response, e.g. Why does Sara think Jack looks funny? Is it good to laugh at your friends when they make a mistake? ANSWER KEY: bad / silly / sad / embarrassed

Imagine and act out.

Read the situation together. Ask pupils what they could say to help their friend be happy. Invite two pupils to read out the model dialogue. Then elicit why their friend is sad. Pupils act out the situation in pairs. One pupil is the friend who is feeling sad. The other pupil should try to make their friend feel better. Encourage them to use their ideas from Activity 3 and the Useful language box to help them. SUPPORT Before doing the activity, pretend to be sad and invite pupils to say the phrases in the Useful language box to you. Then pretend to cheer up. STRETCH Invite pupils to think of a new situation and act it out.

REFLECT Read the question to the class. Brainstorm ideas about the kind of things that make pupils feel sad and write on the board. Then ask pupils to think about what might help them feel better in each situation.

Ending the lesson ●

Play a miming game. Invite a pupil to the front and give them an emotion on a card. The pupil acts out the emotion and the other pupils guess how they are feeling. Repeat with other pupils or have them play in groups.

Starting the lesson

Activity 1

Activity 2

Activity 3

Time to shine: Activity 4

Ending the lesson

M13_RS_TB4_5997_M13.indd 176

31/03/2021 16:09

Future skills 6 – Being open-minded

Pupil’s Book page 87 Materials Audio; sheets of A4 paper (one per pupil), divided into four sections

Objectives Lesson aim: to learn about being open-minded Target language: What can I do? How can I help you? Let’s work together / think of some ideas. Shall we work together?

•

• •

Future skills

Being open-minded

●

Listen and read. What doesn’t Keira like?

9.06

Mum! I don’t like carrots. They’re horrible!

Mum puts carrots into a dish.

● Keira’s going to love them!

ANSWER KEY: Keira enjoys eating the carrots.

OK! OK! You don’t want any carrots!

I’m not going to eat any carrots, Mum!

They’re really good!

Don’t say you don’t like something before you try it!

●

They’re really nice with honey. You should try them!

What happens at the end of the story? Write the sentence.

Time to shine!

eating / enjoys / Keira / carrots. / the

3 How can we learn to be open-minded?

●

Imagine and act out.

Your friend doesn’t like sports. You want to do sports with them. What do you do?

• Eat new food. • Meet new people. • Do new activities. –… –…

Let’s play badminton. It’s fun. You’re going to love it!

You’re going to love it / them! It’s / They’re good / fun. Let’s… . Shall we try it / them? It’s good because… .

Time to shine!

Reflect What don’t you like? Can you change your mind? Why? Why not? Future skills 6 Being open-minded

Z02_RS_PB4_5560_Z02.indd 87

4 87

●

Put pupils in groups of four and give each group a piece of paper divided into four sections. Ask What food don’t you like? and have each pupil write their answers in their section. Have pupils share their answers in their groups and see if there is any food that nobody in the group likes. Elicit ideas and write the foods on the board.

1 ●

●

9.06

●

3/24/21 6:42 PM

Starting the lesson: warm up ●

How can we learn to be open-minded?

Write Keira’s mum’s final sentence on the board: Don’t say you don’t like something before you try it. Check comprehension, then ask pupils why she says this. Elicit that sometimes we have ideas about what things are like that are not true, for example, we might think some food is horrible if it doesn’t look good. Read the question together then elicit ideas. Encourage pupils to think of a time when they tried something new and enjoyed it. POSSIBLE ANSWERS: Watch a new kind of film. Try a new game. Ask why you like / don’t like something.

I don’t like sports. I think they’re boring.

Useful language

What happens at the end of the story? Write the sentence.

Have pupils read the story again. Read the question together and elicit ideas. Then have pupils put the words in order to form a correct sentence. Ask pupils why Keira likes the carrots.

● ●

Listen and read. What doesn’t Keira like?

Ask pupils if they have tried the foods they wrote down in Starting the lesson. If they answer no, ask them how they know that they don’t like the food. Tell pupils they are going to read and listen to a story about Keira eating lunch. Play the audio and have pupils follow the text as they listen. Read the question, then play the audio again and elicit the answer. Ask follow-up questions to check comprehension and encourage a personal response, e.g. What does Keira’s mum put on the carrots? Do you like carrots?

Imagine and act out.

Read the situation together. Ask pupils what they could say to convince their friend to do sports. Read the Useful language box together and drill the sentences with the class. Invite two pupils to read out the model dialogue. Pupils act out the situation in pairs. One pupil is the friend who doesn’t like sports. The other pupil should try to encourage their friend to do some sports with them. Encourage them to use their ideas from Activity 3 and the Useful Language box to help them. SUPPORT Brainstorm sports with the class and reasons why they are fun. STRETCH Invite pupils to act out their role play in front of the class, including additional ideas and improvisation.

REFLECT Read the question to the class. Remind pupils of the foods they wrote in Starting the lesson. Brainstorm ideas about other types of things pupils might not like, e.g. activities, sports, games, clothes, colours, places, school subjects. Ask pupils to discuss how they could change their minds, in small groups.

Ending the lesson ●

Ask pupils to choose one thing they would like to try, e.g. a food, an activity, or a place to visit and to tell a friend. Invite them to tell you as they leave the classroom as an exit pass.

ANSWER KEY: carrots

Starting the lesson

Activity 1

Activity 2

Activity 3

Time to shine: Activity 4

Ending the lesson

M13_RS_TB4_5997_M13.indd 177

31/03/2021 16:09

Grammar 1

Pupil’s Book page 88

Objectives Lesson aim: to talk about towns and cities Target language: What has your town got? It’s got (a river). Has it got (a theatre)? Yes, it has. / No, it hasn’t.

• •

●

Grammar

REMEMBER!

Read and complete. has

hasn’t

Has

hasn’t

got

He’s got / She’s got / It’s got… . Remember to say the ‘s’!

look

What does your town 1… like?

It’s got a beautiful park but it 2… got a lake.

… it got a sports centre?

Materials Audio: A4 sheets of paper (one per pupil); coloured pencils or pens.

•

If necessary, play the audio again before checking answers. SUPPORT Pause the audio after each exchange for pupils to think about their answers. STRETCH Have pupils write sentences about the pictures in their notebooks. ANSWER KEY: 1 a 2 a 3 b

Yes, it 4… . Has it 5… a hospital? No, it 6… .

Listen and choose.

10.01

●

1 a

● 2 a

●

Write about your town.

●

Ask and answer.

My town is… . It’s got… .

What has your town got?

It hasn’t got… .

What has your town got? It’s got a river. Has it got a theatre? Yes, it has. / No, it hasn’t.

●

It’s got a cinema and it’s got some cafés.

Grammar

●

Grammar 1

Z03_RS_PB4_5560_Z03.indd 88

Have pupils draw a small picture or map of an imaginary town. Then have them ask and answer questions about their imaginary town.

Play Who is it? with questions starting with Have you got…? (See pages 26 and 27.)

1 ●

●

Ending the lesson

Read and complete.

Focus on the dialogue and tell pupils that the children are talking about their town. Have pupils read and complete the dialogue with the words from the wordpool. Check answers by inviting two pupils to read out their completed dialogue. Then ask one or two comprehension questions, e.g. Has the girl’s town got a lake? Read the Remember! box together and elicit ways of completing the prompts.

●

2 ●

10.01

Play the Memory chain game with places in a town, starting with, e.g. Our town has got (a hospital). (See pages 26 and 27.)

Activity 2

Pupil’s Book audioscript

1 Woman What does your town look like? Girl It’s a small town. It’s got a town square. It’s got a river, but it hasn’t got a lake. 2 Woman What has your town got? Girl My town has got a cinema. I enjoy watching a film there. It’s got two cafés, but it hasn’t got a supermarket.

ANSWER KEY: 1 look, 2 hasn’t, 3 Has, 4 has, 5 got, 6 hasn’t

●

Ask and answer.

Brainstorm places in the town and write them on the board. Read the Grammar box as a class. Ask the class if the ideas in the box are true for their town. Invite two pupils to read out the model dialogue. Then ask the question again and elicit another model answer. Have pupils ask and answer questions in pairs, using the prompts to help them. Encourage them to look at the questions and sentences in Activity 1 for extra support.

Extra activity

3/24/21 4:34 PM

Starting the lesson: warm up ●

Write about your town.

Read the sentence prompts as a class and elicit ways of finishing each sentence, e.g. My town is big / small / beautiful / ugly. Give pupils time to write sentences about their town using their own ideas. Have pupils compare their sentences in pairs.

3 Woman Has your town got a museum? Girl No, it hasn’t, but it’s got a library with a lot of interesting books. I love going to the library!

Listen and choose.

Have pupils look at the photos and say what they see. Play the audio and have pupils circle the correct photo for each exchange.

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

Ending the lesson

M14_RS_TB4_5997_M14.indd 178

31/03/2021 16:12

Grammar 2

Pupil’s Book page 89

Objectives Lesson aim: to talk about people’s belongings Target language: Whose are these / those (shoes)? Is this your (coat)? Yes, it is. / No, it isn’t. Are these your (trainers)? Yes, they are. / No, they aren’t.

• •

Grammar

REMEMBER!

Read and complete. those

these

mine

●

Smile to help you say these. yours

● ● Whose are 1… shoes?

Those shoes are mine. Are these trainers 2… ?

No, 3… trainers aren’t mine. They’re hers. That’s right! Those trainers are 4… .

a Kate

2 watch

b Maria

3 trousers

c Joe

4 trainers

d Adam

Grammar Is this your coat? Yes, it is. / No, it isn’t. Are these your shoes? Yes, they are. / No, they aren’t.

Whose are these things? Look and write.

That… is… .

Those… are… .

3 ●

Ask and answer about your things.

●

Is this your scarf? Yes, it is. That’s my scarf. Are these your trainers?

Grammar 2

89 ●

Z03_RS_PB4_5560_Z03.indd 89

3/24/21 4:34 PM

Starting the lesson: warm up

●

Ask the class Whose is this (book)? Whose are these (pens)? as you point to items in the classroom. Ask Is it / Are they yours? and elicit a response from several pupils. Repeat with other objects, e.g. backpacks, coats, notebooks, etc.

1 ●

Whose are these things? Look and write.

Have pupils look at the picture and say what they can see. Ask Which things are his and which things are hers? checking comprehension of the two possessive pronouns. Have pupils make sentences about the objects in the picture. Monitor and make sure pupils are using the target structures correctly. ANSWER KEY: His: backpack, shoes, glasses Hers: trainers, scarves, cap

No, they aren’t. They’re his. These are mine.

●

Listen and match.

Tell pupils they are going to listen to Joe and Maria talking about some things. They need to listen for whose things they are. Play the audio and have pupils match the objects with their owners. If necessary, play the audio again before checking answers. SUPPORT Pause the audio after each exchange for pupils to think about their answers. STRETCH Have pupils act out a role play about the objects in the listening, imagining they are the characters, e.g. Whose are these glasses? I’m Joe. They’re mine. ANSWER KEY: 1 c, 2 d, 3 a, 4 b

Listen and match.

10.02

1 glasses

10.02

Materials Audio

•

● ●

Ask and answer about your things.

Ask pupils what personal belongings they have with them and write the words on the board. Read the Grammar box as a class. Point to some of the pupils’ belongings in the classroom as you ask the questions, then elicit answers. Invite two pupils to read out the dialogue in the speech bubbles. Have pupils ask and answer questions in threes using their own things and the prompts to help them.

Ending the lesson

Read and complete.

Focus on the dialogue and elicit that the children are talking about their things. Have pupils read the dialogue, then ask one or two comprehension questions, e.g. Are the trainers his? (pointing to the boy). Ask pupils to read and complete the dialogue with the words from the wordpool. Check answers by inviting two pupils to read out their completed dialogue. Focus on the Remember! box and drill the word these with the class, encouraging pupils to smile as they say it to help with pronunciation. Pupils could also be reminded to make an ‘O’ shape with their mouths when they say ‘those’.

●

ANSWER KEY: 1 those, 2 yours, 3 these, 4 mine

Play a drawing game. Invite a pupil to the front. Tell them to secretly choose an object in the classroom that belongs to someone. They then draw a picture on the board. Pupils try to guess whose it is by asking each other questions, e.g. Is that pencil case yours, Lucia? This game could also be played in smaller groups.

Activity 2

Pupil’s Book audioscript

Maria Joe Maria Joe Maria Joe

Look at all these things! Whose are these glasses, Joe? Oh, those glasses are mine. Whose is this watch? I think it’s Adam’s. You’re right. That’s his watch. And whose are these trousers? Those trousers are Kate’s, I think. OK. And whose are these trainers? They aren’t mine. I think they’re yours, Maria. Maria Yes, those are my trainers.

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

Ending the lesson

M14_RS_TB4_5997_M14.indd 179

31/03/2021 16:12

Grammar 3

Pupil’s Book page 90

Objectives Lesson aim: to talk about preferences Target language: Do you like…? Yes, I do. / No, I don’t. Why do you like…? I like / love / don’t like…

• •

Grammar

REMEMBER!

Read and complete. No

●

Do you like going to the park? What

… do you like doing?

I 2… going to the lake. I love swimming!

● ●

… you like going to the forest?

Yes, I 4… . / 5…, I don’t.

10.03

Listen and choose.

1 Peter likes / doesn’t like going to the playground.

What do you like doing? Write. I like… but I don’t like… .

4 Jemma likes / doesn’t like going to the beach.

Listen and choose.

Tell pupils they are going to listen to two children (Peter and Jemma) talking about places they like going to. Point to the pictures and elicit the names of the places. Give pupils time to read the sentences. Play the audio and have pupils circle the correct options. If necessary, play the audio again before checking answers. SUPPORT Pause the audio after each exchange for pupils to think about their answers. STRETCH Have pupils say which sentences are true for them and to make a full sentence.

3 ●

•

ANSWER KEY: 1 likes, 2 likes, 3 doesn’t like, 4 likes

2 Jemma likes / doesn’t like going to the countryside.

3 Peter likes / doesn’t like going to the forest.

10.03

Materials Audio

●

Ask and answer.

What do you like doing? Write.

Draw pupils’ attention to the prompts and elicit one or two example sentences from the class. Have pupils write sentences about their own preferences. Monitor and make sure pupils are using the target structures correctly.

What do you like doing?

I like… and I love… .

ANSWER KEY: Pupils’ own answers

I like going to the mountains but I don’t like going to the lake. Grammar

Why do you like going to the mountains?

Do you like going to the beach? Yes, I do. / No, I don’t. Why do you like going to the beach? I like going to the beach because it’s fun.

I like going to the mountains because it’s exciting!

● ●

Grammar 3

●

Z03_RS_PB4_5560_Z03.indd 90

3/24/21 4:34 PM

Starting the lesson: warm up ●

Have all the pupils stand in the middle of the classroom. Tell them that you’re going to name two things and they have to decide which one they like best. Call out pairs of objects, food, places, activities, e.g. pizza or spaghetti? Point left as you give the first option and right as you give the second. Pupils step to one side according to their preference. Pupils can also play this game from their seats, pointing in each direction.

1 ●

●

Ask and answer.

Read the Grammar box as a class. Invite two pupils to read out the model dialogue in the speech bubbles. Elicit other adjectives pupils could use to say why they like a place, e.g. fun, beautiful, pretty, lovely, clean, fun. Have pupils ask and answer questions in pairs using the model dialogue to help them.

Ending the lesson ●

Read and complete.

Ask the class Do you like going to the park? and elicit a response from several pupils. If a pupil answers no, ask What do you like doing? Have pupils read the dialogue and complete it with the words from the wordpool. Check answers by inviting two pupils to read out their completed dialogue. Focus on the Remember! box and elicit that the example is a closed question with a yes / no answer.

Ask questions about the pupils in the class and have the other pupils guess the answer, e.g. Does (Martin) like going to the swimming pool? Pupils vote yes or no. Then ask the pupil the question and have them answer. Repeat with other pupils.

Activity 2

Pupil’s Book audioscript

1 Jemma What do you like doing, Peter? Peter I like going to the park and I love going to the playground. 2 Peter What do you like doing, Jemma? Jemma I like going to the playground. I also like going to the countryside. 3 Jemma Do you like going to the forest? Peter No. I don’t. But I like going to the lake, and I love going to the beach! 4 Peter Do you like going to the beach? Jemma Yes, I do!

ANSWER KEY: 1 What, 2 like, 3 Do, 4 do, 5 No

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

Ending the lesson

M14_RS_TB4_5997_M14.indd 180

31/03/2021 16:12

Grammar 4

Pupil’s Book page 91

Objectives Lesson aim: to talk about places in a town Target language: What is there in our town? Is there a…? Are there any…? There’s a… There are… There isn’t a… There aren’t any….

• •

Grammar

Read and complete. isn’t

there

Yes

are

●

REMEMBER! There are a lot of / many / some cafés. Is

Are

… there any restaurants in your town?

● 2 …, there are. There 3… a lot of restaurants.

… there a theatre in your town?

●

No, there 5… but 6… are some cinemas.

1 Are there a lot of cafés? 2 Is there a theatre? 3 Are there any cinemas? 4 Are there any sports centres? 5 Is there a restaurant in the shopping centre?

Write about your town. There are many… in my town. There isn’t… . There aren’t many… .

ANSWER KEY: 1 Yes, there are. 2 Yes, there is. 3 No, there aren’t. 4 Yes, there are two sports centres. 5 Yes, there’s a restaurant in the theatre. SUPPORT Read each question in turn and have pupils find the answer in the text, before moving on to the next question. STRETCH Have pupils read the text again and in pairs, compare the description with the shopping centre in their own town.

Grammar What is there in your town? There’s a cinema. There aren’t many shops. There aren’t any theatres.

Extra activity

Ask and answer.

Have pupils draw and label a plan of the shopping centre in the text.

Are there any art galleries in your town? No, there aren’t but there are a lot of museums. What is there in your town?

There are a lot of… but there aren’t many / any… .

There are a lot of sports centres but there isn’t an ice rink. Grammar 4 Z03_RS_PB4_5560_Z03.indd 91

●

91 ● 3/24/21 4:34 PM

Starting the lesson: warm up

●

Write about your town.

Read the sentence prompts and elicit one or two example sentences from the class. Have pupils write sentences about the places in their town. Monitor and make sure pupils are using the target structures correctly.

Call out some true and false sentences about the classroom, e.g. There’s a door in the classroom. There are four windows. Have pupils say yes or no and point to the item for the true sentences and correct the sentence for the false sentences.

●

● ● ●

1 ●

Read and answer the questions.

Ask pupils to look at the picture and elicit that it shows a shopping centre. Ask pupils which places you can sometimes find inside a shopping centre. Have pupils read the text quickly to find out which places are mentioned. Give pupils time to read the questions. Then have them find the answers in the text.

Read and answer the questions. My town is very big. There’s a shopping centre and there are a lot of diﬀerent shops. There are a lot of cafés but there aren’t any restaurants. There’s a theatre next to the shopping centre and there’s a restaurant in the theatre. There isn’t a cinema in my town but there’s a big stadium. There are two sports centres.

●

Materials A4 sheets of paper (one per pupil); coloured pencils, pens

•

Read and complete. Ask the class What is there in our town? and brainstorm ideas, writing them on the board as pupils say them. Suggest more ideas by asking Is there a (zoo)?, etc. Have pupils read the dialogue and complete it with the words from the wordpool. Check answers by inviting two pupils to read out their completed dialogue. Focus on the Remember! box and check pupils are aware of the difference between the quantifiers. Remind pupils that a lot of and many have the same meaning, but we often use many in negative sentences.

Ask and answer. Read the Grammar box as a class. If pupils need the practice, drill the sentences first, then ask closed pairs to ask and answer questions. Invite two pupils to read out the model dialogue in the speech bubbles. Elicit other known vocabulary that might be useful, e.g. funfair, ice rink. Have pupils ask and answer questions in pairs using the model dialogue to help them. Encourage them to look at the questions and answers in Activity 1 for extra support.

Ending the lesson ●

●

Ask pupils to look back through the unit and to find a picture that has a lot of detail, preferably one of the Big Picture scenes. Give pupils two minutes to notice as many things as they can in the picture and make sentences using: There is / are / isn’t / aren’t.

ANSWER KEY: 1 Are, 2 Yes, 3 are, 4 Is, 5 isn’t, 6 there

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

Ending the lesson

M14_RS_TB4_5997_M14.indd 181

31/03/2021 16:12

Grammar 5

Pupil’s Book page 92

Objectives Lesson aim: to talk about outdoor activities Target language: What are (those children) doing? Are they (windsurfing)? Yes, they are. / No, they aren’t. They’re (rock climbing). They aren’t (swimming). Where are they (kayaking)?

• •

Grammar

are

Yes

are

Are

SUPPORT Pause the audio after each sentence and have pupils say true or false. STRETCH Pupils correct the false statements. (2 – They’re doing a nature trail. 4 – They aren’t skateboarding. They’re cycling.)

REMEMBER!

Read and complete.

They are not sailing. = They aren’t sailing. aren’t

those

What 1… those children doing?

They’re at the beach. They 2 … windsurfing but they aren’t sailing.

●

…, they are. Are 5… boys fishing?

●

… those girls swimming?

No, they 6… .

●

Listen and answer. True or false?

10.04

1 They are rock-climbing.

3 They aren’t swimming.

2 They aren’t doing a nature trail.

4 They are skateboarding.

3 1

They aren’t… .

✗ 4

4 ●

✗

Ask and answer.

Are they kayaking?

The boys were kayaking on the lake yesterday.

Yes, they are.

The activities in Activity 3 were yesterday. Write sentences.

Grammar

●

3/24/21 4:34 PM

●

Invite pupils to come to the front and mime activities for the class to guess.

●

1 ●

●

Read and complete. Have pupils read the dialogue and complete it with the words from the wordpool. Focus on the Remember! box and drill pronunciation of the contracted form. Point to the children in the one of the pictures and ask What are those children doing? ANSWER KEY: 1 are, 2 are, 3 Are, 4 Yes, 5 those, 6 aren’t

2 ●

●

10.04

Pupils now change the sentences to the past.

Ending the lesson

Grammar 5

Starting the lesson: warm up

●

The activities in Activity 3 were yesterday. Write sentences. Use was and were.

ANSWER KEY: 1 They were kayaking. 2 They were doing a nature trail. 3 They weren’t fishing. 4 They weren’t sailing.

Z03_RS_PB4_5560_Z03.indd 92

●

Ask and answer.

Read the Grammar box as a class. If pupils need the practice, drill the sentences first. Invite two pupils to read out the model dialogue. Pupils ask and answer in pairs using the model dialogue.

They’re swimming at the beach. Are they windsurfing? Yes, they are. / No, they aren’t. Was Peter at the sea yesterday? Yes, he was. / No, he wasn’t. Were they in the forest yesterday? Yes, they were. / No, they weren’t.

It is Saturday afternoon. Look and write.

Ask pupils to look at the photos and name the activities they see. Have pupils complete the sentences about the people in the pictures. Put pupils into pairs to share their sentences before checking answers. ANSWER KEY: 1 They’re kayaking. 2 They’re building a den. 3 They aren’t fishing. 4 They aren’t sailing / swimming.

It is Saturday afternoon. Look and write. They are… .

Materials Audio

•

Listen and answer. True or false?

Tell pupils they are going to listen to two children looking at a leaflet for a holiday camp together. Give pupils time to read the sentences. Play the audio. Pupils decide if the statements are true or false. If necessary, play the audio again before checking answers.

Put pupils in groups of three or four. They choose a picture, e.g. a story frame in their Pupil’s Book that has the same number of people as in their group. Groups take turns to recreate the picture scene at the front of the class. The other groups ask questions to help them find the picture in their books, e.g. Are they running in a race?

Activity 2

Pupil’s Book audioscript

1 Boy Look at this leaflet for a holiday camp! These children are in the mountains. In this photo, they’re rock-climbing. 2 Boy And here’s a photo of children doing a nature trail. Girl Are they reading a map? Boy No, they aren’t. 3 Boy These children are next to a river. Girl What are they doing? Boy They’re having a picnic and they’re fishing, but they aren’t swimming. 4 Boy Oh, look! Here’s a photo of some children at a park. Girl Are they skateboarding? Boy No, they aren’t. They’re cycling.

ANSWER KEY: 1 True, 2 False, 3 True, 4 False

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

Ending the lesson

M14_RS_TB4_5997_M14.indd 182

31/03/2021 16:12

Grammar 6

Pupil’s Book page 93

Objectives Lesson aim: to talk about plans for the weekend. Target language: What are you going to do next weekend? I’m going to (play chess). Are you going to (do some sport)? Yes, I am. No, I’m not.

• •

Grammar

Read and complete. to

What

I’m

going

●

I’m not going to use the computer. not

●

… are you going to do this weekend?

I’m 2… to stay at home but I’m 3… going to play computer games.

Are you going 4… play chess?

REMEMBER!

●

Yes, I am. / No, … not. 5

Ilona

Read. Then listen and tick (✓) or cross (✗).

Ask pupils to look at the photos and say what activities they can see. Draw pupils’ attention to the table and the two children’s names, eliciting that Ilona is a girl and Mike is a boy. Have pupils read the list of activities and check comprehension. Play the audio and have pupils tick or cross the activities for Ilona and Mike. Then play the audio again for them to check their answers. ANSWER KEY: Ilona: learn something new, paint, take photos, play the drums Mike: be outside, do sport, help people at the hospital

Read. Then listen and tick (✓) or cross (✗).

10.05

Materials Audio

•

Mike

learn something new

SUPPORT Have pupils act out the actions in the table to help with understanding before doing the activity. STRETCH Have pupils make sentences about Ilona and Mike in pairs, e.g. llona isn’t going to help people.

do sport paint help people take photos play the drums be outside

What you are going to do next weekend? Think and write.

Ask and answer.

●

Are you going to play computer games?

I’m going to… . I’m not going to… . Grammar

●

Yes, I am.

Are you going to play football at the weekend? Yes, I am. / No, I’m not. When are you going to play football? I’m going to play football on Saturday.

When are you going to play computer games?

I’m going to play computer games this evening.

Grammar 6 Z03_RS_PB4_5560_Z03.indd 93

●

93 3/24/21 4:34 PM

Starting the lesson: warm up ●

●

Write Next weekend and draw an outline of a person doing an activity on the board, e.g. taking a photo. Ask the class What’s he / she going to do next weekend? Then write: Is he / she going to…? on the board. Elicit a few questions about the picture, e.g. Is he / she going to play tennis? Answer accordingly. Repeat the steps above with other activities from Unit 6.

●

What are you going to do next weekend? Think and write.

Read the sentence prompts and elicit one or two example sentences from the class. Have pupils write sentences about their plans for the weekend. Monitor and make sure pupils are using the target structures correctly. Ask and answer.

Read the Grammar box as a class. If pupils need the practice, drill the sentences first, then ask closed pairs to ask and answer questions. Invite two pupils to read out the model dialogue in the speech bubbles. Have pupils ask and answer questions in pairs using the model dialogue to help them.

Ending the lesson ●

●

Read and complete.

Show pupils a flashcard of an activity and ask them: What are you going to do next weekend? Are you going to (play table tennis)? Elicit the answer: Yes, I am. / No, I’m not. Have pupils read and complete the dialogue with the words from the wordpool. Check answers by inviting two pupils to read out their completed dialogue. Focus on the Remember! box and elicit a few more negative sentences.

Tell pupils about your plans for the weekend, but give one false piece of information. Encourage pupils to ask questions, e.g. Are you going to go outside? Then have them guess which plan is false by saying You’re not going to (read a book). Pupils can play the same game in groups.

Activity 2

Pupil’s Book audioscript

Mike What are you going to do this summer, Ilona? Ilona I’m going to learn something new! I’m going to learn to play an instrument. Mike Are you going to learn to play the piano? Ilona No, I’m not. I’m going to learn to play the drums. I’m also going to paint and I’m going to take a lot of photos! What are you going to do this summer, Mike? Mike I’m not going to learn something new, but I’m going to be outside a lot. I’m going to do a lot of sport. I’m also going to help people at the hospital. Ilona That’s great, Mike!

ANSWER KEY: 1 What, 2 going, 3 not, 4 to, 5 I’m

Starting the lesson

Activity 1

Activity 2

Activity 3

Activity 4

Ending the lesson

M14_RS_TB4_5997_M14.indd 183

31/03/2021 16:12