Rise and shine 6 tb

Trang 1 Michelle WorganTeacher’s Book and eBookwith Digital Resources Michelle Worgan6British English Editionpearsonenglish.com/riseandshineBuilt-in GSE Learning Objectives allow teacher

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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 young

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.

Rise and Shine’s unique mix of printed and digital components is

designed for use in inclusive classrooms Support for individual

learning needs ensures learners grow in confi dence and achieve

their best, preparing them to become global citizens of tomorrow

Plus:

• 360° online games powered by

• Assignable digital activities and tests

• Our World videos

• Themes from the Sustainable Development Goals

35-42 A2+

6

with Digital Resources

We support the Sustainable Development Goals

CEFR GSE Benchmark Cambridge English

For pupils

• Pupil’s Book and eBook

• Activity Book and eBook

personal learning journey, promoting autonomy and responsibility

empo wers every child

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Teacher’s Book 6

www.frenglish.ru

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Pearson Education Limited

stored in a retrieval system, or transmitted in any form or by

any means, electronic, mechanical, photocopying, recording, or

otherwise without the prior written permission of the Publishers

First published 2022

ISBN: 978-1-292-37002-6

Set in Mark OT Pro Book

(Pupil’s Book pages set in Daytona Pro Primary)

Printed and bound by Ashford Colour Press Ltd, UK

Acknowledgements

The publishers and authors would like to thank James Laidler

(Educational Consultant) for his feedback during the development

of the material and invaluable knowledge and guidance on the

Managing inclusive classrooms section of the book

The publisher would like to thank the following for their kind

permission to reproduce their images:

Video screen shots

By ITN Productions

Pupil’s Book Acknowledgements

permission to reproduce their photographs:

(Key: b-bottom c-centre l-left r-right t-top)

Image Credit(s):

123RF.com: espies 12, moonborne 8, wirojsid 22; Abdullah

Bilgin: 70; Alamy Stock Photo: Archive PL 67, Chronicle 67,

dpa picture alliance 66, Image Source 39, jbdodane 44, Keith J

Adrian Weinbrecht 39, adventtr 44, Alberto Masnovo 52,

alejandrophotography 16, Alexander Spatari 80, Alexandra

Oquendo 38, Allan Baxter 22, andersboman 52, andresr 63,

Ashley Cooper 8, Bim 80, Binikins 38, Brais Seara 38, Busà

Photography 89, by Marc Guitard 29, Cameravit 61, carlosrojas20

16, CasarsaGuru 61, Catherine Falls Commercial 41, 93,

chasdesign 22, Chris J Price 71, Claudiad 46, damircudic 81,

dennisvdw 44, Diversity Studio 17, Dmitry Marchenko/EyeEm

93, doble-d 71, duaneellison 41, Dzmitrock87 61, Edgardo

Contreras 17, Elva Etienne 93, ewg3D 27, Floortje 17, funstock

73, goodynewshoes 78, Handini_Atmodiwiryo 79, Imgorthand

88, jaroon 71, Jennifer Lourie/Contributor 70, Joﬀ Lee 16,

kate_sept2004 73, Katrin Ray Shumakov 90, Kevin Dodge 61,

Klaus Vedfelt 49, Kwanchai Chai-Udom/EyeEm 78, laﬂ or 12,

Lightvision, LLC 80, Madhankumar Udhayakumar 22, MarioGuti

61, 92, MB Photography 41, Meaghan Skinner Photography

17, michaklootwijk 44, mixetto 60, Monica Schipper/Stringer

67, ninitta 44, Paul Zimmerman/Contributor 70, PeopleImages

17, Rajesh Mhatre/EyeEm 16, Reinhard Krull/EyeEm 80, sabelskaya 31, 53, 75, 76, Shaiith 74, simonlong 29, SolStock 81, Somogyvari 93, ThamKC 49, Thomas Barwick 16, trendobjects 38, visionandimagination.com 39, Vstock LLC 49, vuk8691 27, Walter Zerla 30, Warren Faidley 39, Westend61 12, Wouter Glashouwer/

All other images © Pearson Education

Illustrated by BluBlu Studios (course characters); Judy Brown/

Independent: pp 18, 40, 62; Moreno Chiacchiera/Beehive: pp

35, 48; Fran and David Brylewski/Beehive Illustration: pp 94–95;

Lyn Dylan/Sylvie Poggio: pp 82–87; Denise Holmes/The Bright Agency: pp 9 (Create), 19, 29, 49, 53; Adam Linley/Beehive Illustration: p 24; Marco Lombardini/Sylvie Poggio: pp 23, 37, 57, 91; Alejandro Mila/Sylvie Poggio: pp 21, 58 (ex 3), 78, 81; Simona Rossi/Sylvie Poggio: pp 28, 50, 72; Ana Sebastian/The Bright Agency: pp 13, 45; Kate Sheppard/Beehive Illustration: pp 14, 36,

58 (ex 1), 68

www.un.org/sustainabledevelopmentThe content of this publication has not been approved by the United Nations and does not reﬂ ect the views of the United Nations or its oﬃ cials or Member States

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Pearson Education Limited

stored in a retrieval system, or transmitted in any form or by

any means, electronic, mechanical, photocopying, recording, or

otherwise without the prior written permission of the Publishers

First published 2022

ISBN: 978-1-292-37002-6

Set in Mark OT Pro Book

(Pupil’s Book pages set in Daytona Pro Primary)

Printed and bound by Ashford Colour Press Ltd, UK

Acknowledgements

The publishers and authors would like to thank James Laidler

(Educational Consultant) for his feedback during the development

of the material and invaluable knowledge and guidance on the

Managing inclusive classrooms section of the book

permission to reproduce their images:

Video screen shots

By ITN Productions

Pupil’s Book Acknowledgements

permission to reproduce their photographs:

(Key: b-bottom c-centre l-left r-right t-top)

Image Credit(s):

123RF.com: espies 12, moonborne 8, wirojsid 22; Abdullah

Bilgin: 70; Alamy Stock Photo: Archive PL 67, Chronicle 67,

dpa picture alliance 66, Image Source 39, jbdodane 44, Keith J

Adrian Weinbrecht 39, adventtr 44, Alberto Masnovo 52,

alejandrophotography 16, Alexander Spatari 80, Alexandra

Oquendo 38, Allan Baxter 22, andersboman 52, andresr 63,

Ashley Cooper 8, Bim 80, Binikins 38, Brais Seara 38, Busà

Photography 89, by Marc Guitard 29, Cameravit 61, carlosrojas20

16, CasarsaGuru 61, Catherine Falls Commercial 41, 93,

chasdesign 22, Chris J Price 71, Claudiad 46, damircudic 81,

dennisvdw 44, Diversity Studio 17, Dmitry Marchenko/EyeEm

93, doble-d 71, duaneellison 41, Dzmitrock87 61, Edgardo

Contreras 17, Elva Etienne 93, ewg3D 27, Floortje 17, funstock

73, goodynewshoes 78, Handini_Atmodiwiryo 79, Imgorthand

88, jaroon 71, Jennifer Lourie/Contributor 70, Joﬀ Lee 16,

kate_sept2004 73, Katrin Ray Shumakov 90, Kevin Dodge 61,

Klaus Vedfelt 49, Kwanchai Chai-Udom/EyeEm 78, laﬂ or 12,

Lightvision, LLC 80, Madhankumar Udhayakumar 22, MarioGuti

61, 92, MB Photography 41, Meaghan Skinner Photography

17, michaklootwijk 44, mixetto 60, Monica Schipper/Stringer

67, ninitta 44, Paul Zimmerman/Contributor 70, PeopleImages

17, Rajesh Mhatre/EyeEm 16, Reinhard Krull/EyeEm 80, sabelskaya 31, 53, 75, 76, Shaiith 74, simonlong 29, SolStock 81, Somogyvari 93, ThamKC 49, Thomas Barwick 16, trendobjects 38, visionandimagination.com 39, Vstock LLC 49, vuk8691 27, Walter Zerla 30, Warren Faidley 39, Westend61 12, Wouter Glashouwer/

All other images © Pearson Education

Illustrated by BluBlu Studios (course characters); Judy Brown/

Independent: pp 18, 40, 62; Moreno Chiacchiera/Beehive: pp

35, 48; Fran and David Brylewski/Beehive Illustration: pp 94–95;

Lyn Dylan/Sylvie Poggio: pp 82–87; Denise Holmes/The Bright Agency: pp 9 (Create), 19, 29, 49, 53; Adam Linley/Beehive Illustration: p 24; Marco Lombardini/Sylvie Poggio: pp 23, 37, 57, 91; Alejandro Mila/Sylvie Poggio: pp 21, 58 (ex 3), 78, 81; Simona Rossi/Sylvie Poggio: pp 28, 50, 72; Ana Sebastian/The Bright Agency: pp 13, 45; Kate Sheppard/Beehive Illustration: pp 14, 36,

58 (ex 1), 68

www.un.org/sustainabledevelopmentThe content of this publication has not been approved by the United Nations and does not reﬂ ect the views of the United Nations or its oﬃ cials or Member States

www.frenglish.ru

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Practical tips and planning

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Scope and sequence

At the camp: cabin, camp

leader, door, gate, picnic table, roof, rope swing, seat,summer camp, window

What are you going

to do? I’m going to / not going to (sleep in

a cabin)

Putting on a show: act in

a fi lm, design a programme,perform on stage, play in a band, put on a show, write

a song

You go fi rst! What do you think? What do you reckon?

Talking about preference

healthy

Food: chocolate, kiwi, lemon,

onion, pear, peas, pepper, salt,sweets, watermelon

I found a lot of (green peppers)

I didn’t fi nd any (red peppers)

Illnesses: feel sick, go to

the doctor, have a cough,have a headache, have a temperature, take medicine

Did (she) go to the doctor? Yes, she did

No, she didn’t

What did you do?

Where did they go?

So, you mean that… In other words,…

Learning about world food

curry, sushi, tacos,yoghurt

green

Review 1

Our lives

Short adjectives: dark,

empty, full, hard, large, light,messy, soft, tidy, tiny

The door is the darkest part of the cabin

Long adjectives and places: ancient castle,

eco-friendly theme park,modern skyscraper,picturesque tower,traditional palace,wonderful mansion

(The skyscraper) is the most modern (building)

eco-friendly buildings

carbon dioxide, oxygen, solar panels, wind turbine

The natural world: cave,

cloud, earth, grass, path,plant, rainbow, stream,waterfall, woods

The sun was shining

Was Su digging the holes? Yes, she was /

No, she wasn’t Were the children planting trees? Yes, they were /

No, they weren’t

Extreme weather:

drought, earthquake, fl ood,thunderstorm, tornado,volcano

What were you doing when… ? I was / We were… Were you sleeping? Yes, I was /

No, I wasn’t

thing /ŋ/ Talking about the weatherWhat’s the weather like today?

What’s it going to be like tomorrow?

Understanding climate change

hurricane, rainfall, rise,temperature

In the bathroom: brush,

comb, shampoo, shower,sink, soap, tap, toothbrush,toothpaste, towel

We must clean the sink every day We mustn’t leave towels

on the fl oor

Water: bucket, spring, toilet,

water charity, water pump,well

In the past, When

I was young, Three years ago, Last month, These days, Now, Today, At the moment, In the future, Soon, Next year, Tomorrow

Can I sit down, please? Could I have a drink, please? Do you mind

if I open the window?

Learning how to save water

dishwasher, fl ush, tank,washing machine

campaign

5 Fair future Jobs: businessperson,cook, dentist, engineer,

farmer, fi refi ghter,journalist, mechanic, nurse,photographer

I’ll become a

fi refi ghter I won’t

be a photographer

Life events: get a fl at, get

a job, go to university, grow

up, have a pet, leave school

What will you do when you grow up?

Will you have a pet?

Where will we live in the future? We might live in eco-friendly homes

We may stop using cars and we could ride bikes everywhere

Learning how to make

Films: actor, camera, camera

operator, costume, director,location, props, scene, script,soundtrack

He’s already written half of the script He hasn’t written the ending yet

Sharing the message:

appear on television,give a speech, make a documentary, publish a book, share a message online, write a blog

Have you ever given a speech? Has he ever made a documentary?

It’s about… First,… Then,…

Next,… In the end,…

Appreciating young activists

inspiring, responsible,successful, unsuccessful

a diﬀ erence

Goodbye It was an amazing camp! My favourite challenge was…, I liked the story about… Send me an email if you enjoyed reading about the childrens’ adventures this summer!

World Poetry Day: line, poet, rhyme, rhythm, syllable, verse World Cities Day: bike lanes, green spaces, pedestrian zones, play areas, public transport, renewable energy Outdoor Classroom Day: fresh air, healthy, nature, relaxed, stressed, sunlight

Future skills Future skills 1: Encouraging others Future skills 2: Sustainability Future skills 4: Self-control Future skills 5: Trust

www.frenglish.ru

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At the camp: cabin, camp

leader, door, gate, picnic table, roof, rope swing, seat,

summer camp, window

What are you going

to do? I’m going to / not going to (sleep in

a cabin)

Putting on a show: act in

a film, design a programme, perform on stage, play in a

band, put on a show, write

a song

You go first! What do you think? What do

you reckon?

Talking about preference

healthy

Food: chocolate, kiwi, lemon,

onion, pear, peas, pepper, salt, sweets, watermelon

I found a lot of (green peppers)

I didn’t find any (red peppers)

Illnesses: feel sick, go to

the doctor, have a cough, have a headache, have a

temperature, take medicine

Did (she) go to the doctor? Yes, she did

No, she didn’t

What did you do?

Where did they go?

So, you mean that… In other words,…

Learning about world food

curry, sushi, tacos, yoghurt

green

Review 1

Our lives

Short adjectives: dark,

empty, full, hard, large, light, messy, soft, tidy, tiny

The door is the darkest part of the

(The skyscraper) is the most modern

(building)

eco-friendly buildings

carbon dioxide, oxygen, solar panels, wind turbine

The natural world: cave,

cloud, earth, grass, path, plant, rainbow, stream,

waterfall, woods

The sun was shining

Was Su digging the holes? Yes, she was /

No, she wasn’t Were the children planting trees? Yes, they were /

No, they weren’t

thing /ŋ/ Talking about the weather What’s the weather like today?

What’s it going to be like tomorrow?

Understanding climate change

hurricane, rainfall, rise, temperature

In the bathroom: brush,

comb, shampoo, shower, sink, soap, tap, toothbrush,

toothpaste, towel

We must clean the sink every day We mustn’t leave towels

on the floor

Water: bucket, spring, toilet,

water charity, water pump, well

In the past, When

I was young, Three years ago, Last

month, These days, Now, Today, At the

moment, In the future, Soon, Next

year, Tomorrow

Can I sit down, please? Could I have a drink, please? Do you mind

if I open the window?

Learning how to save water

dishwasher, flush, tank, washing machine

campaign

5 Fair future Jobs: businessperson, cook, dentist, engineer,

farmer, firefighter, journalist, mechanic, nurse,

photographer

I’ll become a firefighter I won’t

be a photographer

Life events: get a flat, get

a job, go to university, grow

up, have a pet, leave school

What will you do when you grow up?

Will you have a pet?

Where will we live in the future? We might live in eco-friendly homes

We may stop using cars and we could ride bikes everywhere

Learning how to make

Films: actor, camera, camera

operator, costume, director, location, props, scene, script,

documentary, publish a book, share a message

online, write a blog

Have you ever given a speech? Has he ever

made a documentary?

It’s about… First,… Then,…

Next,… In the end,…

Appreciating young activists

inspiring, responsible, successful, unsuccessful

a diﬀerence

Goodbye It was an amazing camp! My favourite challenge was…, I liked the story about… Send me an email if you enjoyed reading about the childrens’ adventures this summer!

World Poetry Day: line, poet, rhyme, rhythm, syllable, verse World Cities Day: bike lanes, green spaces, pedestrian zones, play areas, public transport, renewable energy

Outdoor Classroom Day: fresh air, healthy, nature, relaxed, stressed, sunlight

Future skills Future skills 1: Encouraging others Future skills 2: Sustainability Future skills 4: Self-control Future skills 5: Trust

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Introduction

Rise and Shine is a six-level primary course that develops language alongside global citizenship and future skills Fun

characters, relatable stories and real-life videos support clear, child-friendly learning objectives that motivate pupils on

their English learning journey Clear, structured lessons build to a fi nal unit project and oﬀ er real opportunities to achieve,

track and measure progress, encouraging pupils to think about and take ownership of their own learning

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

challenges such as mixed ability and special educational needs

Course principles

A sense of purpose

Rise and Shine has been designed with deliberate progress

in mind Every activity and lesson builds towards a clear

objective and a fi nal unit project that gives every pupil their

Time to shine Structured lessons support pupils in acquiring

the knowledge, language and tools they need as they work

towards their Time to shine

Each unit of Rise and Shine follows fi ve 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 to pupils by

coloured progress path in the Pupil’s Book

Grow

real-world content that opens pupils’ eyes through

a global citizenship objective and provides opportunities to relate language back to their own lives

Shine

a fi nal unit project broken down into diﬀ erentiated steps to allow every pupil to showcase their achievements

A step-by-step approach

Rise and Shine builds confi dence 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 refl ect on how confi dent they feel with the material in an age-appropriate way These activities build to the fi nal 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

Clear progress and accessible learning outcomes

Rise and Shine is built on the Global Scale of English, which helps pupils 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

Rise and Shine is also designed for use in inclusive and mixed-ability classrooms It helps all pupils achieve their learning goals, while recognising that this will look diﬀ erent for diﬀ erent 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

oﬀ ered 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

is visiting your school Plan a healthy picnic to welcome them.

1 What are you going to have for a starter?

2 What are you going to have for the main course?

3 What are you going to have for dessert?

I can plan a meal and talk about a healthy

menu I made.

favourite healthy picnic.

19

Shine on!

Find a real menu

What healthy food can you see?

Shine on!

Start with ‘This is our…’ or ‘Look

at our…’ Listeners then know what you’re going to talk about Finish with an interesting sentence that listeners remember!

Wonder Imagine Build Grow

Shine Create

Time to shine!

This is our healthy picnic menu!

We ate sushi for a starter and then we

had fi sh tacos and salad for the main

course We cut a watermelon, some pears and some kiwis We made a fruit

salad for dessert It was delicious!

Our healthy picnic menu

Main course

Fish tacos and salad:

peppers, peas and onions

Starter

Sushi: fi sh, vegetables

and rice

Dessert

Fruit salad: watermelon,

pears and kiwis

www.frenglish.ru

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Welcome to the Rise and Shine

summer camp

Each level of Rise and Shine takes place in a diﬀ erent

setting that is relatable to pupils but oﬀ ers opportunities to

explore Level 6 takes place at the summer camp, where we

meet the following main characters: Julia, Su, Mateo, Omer

and Anita Pupils will relate to the importance of team

work and collaboration as the characters work together to

complete the challenges, which they hope to present at the

end-of-summer show

Course overview

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Using Rise and Shine

Vocabulary and structures

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 or stories 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

In Level 6, grammar structures are taught in simple chunks

that pupils are able to grasp more easily than complex

grammar rules New structures are presented in a reading or

listening context 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

Grammar is further consolidated through a song in lesson 4

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

Real world links

Rise and Shine is story based and each level revolves around the community-based adventures of a set of characters

The stories and settings have been carefully chosen to be interesting and perhaps slightly unusual to pupils, while still being firmly rooted in reality The result is characters and stories that pupils can fully relate to but that are exciting enough to capture and keep their attention Real world links are further reinforced through dedicated functional language lessons, beautiful photographs, global citizenship themes and videos

Projects

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

Inclusive classroom

Rise and Shine is specially developed to support every pupil to achieve Assessment for Learning methodology and personalised activities support all pupils, with opportunities for extra support and stretch embedded into the lessons

Teachers are 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 to 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 Year 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

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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:

that they are doing the same activity types over and over,

of fun,

themselves and their own lives,

character ‘helpers’,

achievement for every pupil

Course overview

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For pupils

10

Component overview

Pupil’s Book and Pupil’s Book eBook

The Pupil’s Book provides material to present and

practise the key language eﬀ ectively It is divided into

six core units, a Welcome unit, a Goodbye lesson, four

Celebrations lessons, six Future skills lessons and six

Grammar lessons

Rise and Shine on the Pearson English Portal

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

Busy Book

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 fl exible component that can be

used for whole class work, in class for fast fi nishers or

at home

Let’s stay healthy

2

make food words Then look, fi nd and number.

h

e f

a k e

ces

Use the letters

to make food words

you know.

1

2 3 4

5 6 7 8

Let’s stay healthy

You’re the doctor! Ask questions.

Su: Where did you go yesterday?

Omer: I went to the doctor There was

a long queue! I saw Sarah, Lola and Max there.

Su: Why did you go? What was the matter?

Omer:I had a cough and a temperature.

Su:Did you have a headache?

Omer: Yes, I had a bad headache too.

Su: Who did you see?

Omer: I saw Doctor Green – my favourite doctor! She told me to take some medicine, to rest and to drink a lot of water.

Su:Do you feel better now?

Omer: Yes, I feel much better today!

Rise and Shine_BB6.indd 3 05/07/2021 09:20

Activity Book and Activity Book eBook

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

Course overview

Lesson 2 Structures

1 1.04 Read and write Then listen and answer True or false?

1Sally found (find) some peppers T

2She (not / find) any onions.

3She (see) some lemons.

4She (not / see) any kiwis.

5She (put) the bag of pears in the fridge.

6She (eat) one of the pears on the way home.

I can shine!

Extra time? Which types of food are healthy? Which aren’t healthy?

3 Imagine you made lunch for your family last weekend Write.

Let’s stay healthy

Lesson 1 Vocabulary

Extra time? When you eat something, say the word in English to help you remember!

Last weekend, I made a delicious lunch for my family I…

What’s the hidden food?

Name four types of fruit or vegetable.

Let’s review!

2 Look at Activity 1 Write.

1Watermelons, lemons , and are types of fruit.

types of vegetable.

3Some people put on food to add flavour but it isn’t very healthy.

4Sweets and contain a lot of sugar.

2 Look and write in the past form.

go cut find make put not see eat not make Last Saturday I 1 made (make) lunch for my family! I 2 to the market in the morning to get some fresh fruit and vegetables I 3 some delicious red peppers, onions, a cucumber and

a watermelon But I 4 any peas

or kiwis I 5 a fruit salad or a

vegetable salad I made a fruit and vegetable

salad! I 6 the vegetables and the watermelon into small squares Then I

7 them in the bowl and added some lemon Yum! We all 8 lunch

in the garden together!

p e a s

1

7

10 9

5

7

Tell me!

Write the food words from your favourite to your least favourite.

My favourite food My least favourite food

10

make eat find put

1

Lesson 1

What can you see?

1 1.01 Listen and explore.

2 1.02 Listen, point and say.

3 Watch the video.

4 Look and say.

VocabularyFood StructuresI found (orange peppers) / I didn’t fi nd (red peppers).

Talk about a healthy meal.

Understand a folk story.

Learn to paraphrase.

Design a healthy picnic.

I like watermelons, but I don’t like lemons What food do you like? What food don’t you like?

Lesson 1

4 Look and say.

Grammar

I found a lot of yellow, green and orange peppers.

I didn’t fi nd any red peppers.

do – did make – made go – went see – saw

fi nd – cut – cut put – put eat – ate

StructuresI found (orange peppers) / I didn’t fi nd (red peppers).

I can shine!

5 Imagine you went to a garden yesterday What did you fi nd? What healthy lunch did you make?

I can talk about a healthy meal I made.

3 Read and say in the past form.

Every Saturday, I 1see my friends In the morning, I

2make some sandwiches for a picnic I 3don’t make

egg sandwiches I 4put the picnic in my bag and

I 5go to the park We 6eat our lunch then we 7do

athletics We 8don’t go shopping!

2 Read and learn.

Lesson 2

1 1.03 Read and listen.

4 What did they do at the camp yesterday? Say.

Wonder Imagine Build Grow Shine

I saw some watermelons and a lot

of grapes! I made a fruit salad!

They went to the garden

Last Saturday, I saw my friends.

BLOG

Summer camp challenge blog: A healthy lunch

Add a comment

8

Yesterday, we did our fi rst camp challenge! We made

a healthy lunch! First, we went to the garden I found a lot of yellow, green and orange peppers But

I didn’t fi nd any red peppers Mateo picked some

tomatoes and onions Then, we made vegetable kebabs We cut the vegetables and we put them on

sticks We cooked them on the barbecue and then we

ate our kebabs together It was fun!

Omer

M02_RS_PB6_5607_M02.indd 11 6/10/21 5:17 PM

www.frenglish.ru

Trang 13

The Pearson English Portal is an online location where teachers and pupils can fi nd 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:

pupils and the whole class,

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 Rise and Shine Assessment Pack contains everything

needed for regular, formal assessment, including a

Diagnostic test, Unit tests, Progress Review tests and an

End of Year test The Assessment Pack is available on

the Pearson English Portal

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 eﬀ ective

use of all the course resources

Flashcards

There are 106 fl ashcards at Level 6, illustrating the

vocabulary sets for each unit The lesson plans oﬀ er

ideas and support for using fl ashcards to present,

practise and consolidate language through games

and activities

Posters

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 Level 6 characters and setting, vocabulary items, the Pupil’s Book Progress Chart, encouraging mindfulness and a growth mindset

1

Lesson 1 What can you see?

4 Look and say.

VocabularyFood StructuresI found (orange peppers) / I didn’t fi nd (red peppers).

Write an online message about healthy food.

I wo nder What healthy

food do people eat in your country?

There are a lot of kiwis and some pears.

There’s a watermelon and there’s some chocolate.

M02_RS_PB6_5607_M02.indd 10 6/10/21 5:16 PM

Lesson 1 – Vocabulary Pupil’s Book page 10

Starting the lesson: warm up

in teams and challenge them to think of different ways to stay healthy Teams take turns to give

Big Picture: What can you see? Introduce

people, clothes and objects

SUPPORT Write questions on the board to support

the discussion, e.g Who can you see? What are they

doing?STRETCH Write question word prompts

on the board and have pupils ask and answer questions about the picture in pairs.

1Diagnose1.01 Listen and explore.

challenge at the summer camp Invite them to predict what the children are going to do.

to make a healthy lunch)

e.g What do they decide to make? What do they

make for dessert? SUPPORT Play the audio as

to elicit a personal response to the audio, e.g Do

you like vegetables?

2 1.02 Listen, point and say

class

a watermelon? Who is looking at the (peppers)?

Wonder

Objectives

pepper, salt, sweets, watermelon

GSE

familiar scene or activity using simple language, if prompted

by questions.

short, simple dialogues in which speakers make arrangements

to do something, if spoken slowly and clearly.

Wonder: sparking curiosity

drawing a KWL table with three columns on the board for pupils to copy: K (I know), W (I want to know) and L (I’ve learnt) Pupils complete the first

at the end of the unit.

the learning objective on the board: We’re learning

to talk about healthy food.

TEACHER TIME TO SHINE: repeated practice

The more times pupils see, hear and use new vocabulary, the more likely they are to commit it to their long-term memory Use a variety of techniques to provide plenty of exposure, e.g have pupils classify the words in different ways (by meaning, e.g fruit / vegetables / other or healthy / unhealthy; or by number of letters or syllables)

You can also play word games, describing games, miming

or drawing games.

I wonder

Encourage pupils to give reasons for their answer.

Extra activity

The theme of this unit links explicitly to the Global Citizenship theme of eating healthily and recognising the diversity in food habits around the world Have pupils commonly eaten in their country.

WONDER HELPER

Read Su’s question together and ask pupils if they feel the same Pupils then talk about the food they like and don’t like in pairs.

healthy and unhealthy food Ask them to predict the food they will see in the video.

unhealthy food?

FUTURE SKILLS: enquiry and imagination

After watching, have pupils choose one thing they saw in the video and find out more about it They can later bring their information to class and share in groups.

4 Look and say.

to the food in the picture.

few with There is / are STRETCH Encourage pupils to make

negative sentences using There isn’t / aren’t any / many…

Ending the lesson

sit in a circle One pupil makes a statement, e.g There’s a

watermelon The next pupil repeats the sentence and adds

one more Pupils continue to add sentences until someone can’t remember them all.

Activity Book page 4

Le

t’s Review ! Pupils think of and write four fruits or vegetables.

1 Look and write the words What’s the hidden food?

Pupils look at the pictures and complete the puzzle.

ANSWER KEY: 2 kiwi, 3 onion, 4 sweets, 5 watermelon,

6 pepper, 7 pear, 8 lemon, 9 chocolate, 10 salt Hidden word: pineapples

2 Look at Activity 1 Write Pupils complete the sentences

with the correct words from Activity 1.

ANSWER KEY: 1 pears, kiwis, 2 peppers, peas, 3 salt,

4 chocolate

Wonder helper: Pupils rank the foods in order according to

their personal opinion They then compare with a friend.

Extra time: Pupils classify the food words into healthy and

unhealthy.

ANSWER KEY: Healthy food: watermelon, kiwis, pears, lemons, peppers, onions, peas Unhealthy food: sweets, chocolate, salt

Children Yes!

healthy lunch for everyone at the camp!

you want!

and a lot of lovely peppers There are also a lot of peas and some lemons, too What can we make with those vegetables?

I’ve got an idea! We can make vegetable kebabs for the visitors to the summer camp show too!

Omer?

them on the barbecue.

kiwis and pears What do you think, Omer?

Activity Book:

Practice

t

Extra activity

Learning path

M02_RS_TB6_6017_M02.indd 41 05/07/2021 10:46

Trang 14

Skills development in Rise and Shine

animal lives in a simple way (34)

Can talk about a familiar

future, given a model

(42)

Can briefl y describe a funny or exciting personal experience, if guided by questions or prompts (45)

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 scaﬀ olding to support teachers and pupils

At Level 6, the GSE range covered is 35–42 as core but

includes learning objectives as high as 46 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

profi ciency in terms of speed, accuracy, comprehension,

interactive reading skills and use of reading strategies, as

well as to enrich vocabulary Texts used gradually increase in

length and complexity over the course so that the challenge

is always appropriate to the level of the pupils By the end

of Level 6, pupils should have developed their early reading,

decoding and phonics skills introduced and practised in

Levels 1–4 They should comfortably identify the number

of syllables in a word, and recognise familiar words in

unfamiliar contexts in stories and descriptive texts

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 6, pupils will be expected to

work on their text complexity and on their text development

strategies, with the highest expectation of writing to be

writing a short text of 3–4 compound sentences, based on

a model

Speaking: Speaking skills are taught through a meaningful

task-based approach The course draws on a range of

approaches to teaching speaking, in which pupils have plenty

of opportunities to engage in communicative activities The

course provides a supportive framework for pupils to make

the language their own By the end of Level 6, pupils should

be able to recall skills introduced and practised throughout

the level, i.e answer simple questions, politely refuse simple

requests, tell the time of day, act out parts of a picture

story Pupils should also be working towards asking basic

questions about a past event and introducing a new topic

into a conversation or discussion

Listening: In Level 6, listening sub-skills are systematically

developed throughout the level and linked to speaking

outcomes By the end of Level 6, pupils should be able to

understand and make connections between words within the

same area of meaning as well as recognise alternative words

and expressions that can be used to convey similar meaning

or eﬀ ects

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 specifi c areas of competency and then further aligned to key development indicators For example:

Speaking GSE Learning Objective: Can make simple predictions about the future, given a model (42)

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 range of common language to talk about and describe a variety

of situations, opinions, or attitudes in short stretches of speech

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 enables pupils to think about and document their progress in an age-appropriate way as they move along the learning journey Teachers can also use the chart as a clear visual reference to showcase pupils’ learning and progress to parents

I can follow a conversation and the events in a story.

I can understand important details in conversations.

I can understand conversations about past events.

I can use the language

I know to work out the meaning of some new words.

Listening

I can understand short texts.

I can understand the sequence of events

in stories.

I can fi nd detailed information in short texts on familiar topics.

I can follow short articles and biographies.

I can take turns during a conversation.

I can paraphrase and describe things and places.

I can participate in social exchanges. I can say what a story is about, evaluate

it and make simple predictions.

I can link simple sentences and add detail to my writing.

I can write short, texts on familiar topics.

I can write short, simple messages to give information.

I can use the correct phrases for diﬀ erent text types.

Reading

Speaking

Writing

My Pr ogress Chart

Welcome Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Trang 15

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

The Global Scale of English (GSE) is a standardised,

granular scale which measures English language profi ciency

Unlike some other frameworks which describe attainment

in broad bands, the GSE identifi es 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 profi ciency 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 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

The Global Scale of English framework contains learning

objectives for all four skills for language learners in four

diﬀ erent 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 diﬃ culty for learners in that context

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

Future skills are general and transferable skills that contribute

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

Future skills are embedded in the course activities and modelled by the course characters throughout Clearly signposted sections in the teaching notes provide extra support to teachers through tips and ideas to further enhance future skills learning and practice The future skills lessons in the Pupil’s Book enable pupils to learn about and develop specifi c skills further, with detailed teachers’

notes available on the Pearson English Portal to support the delivery of these lessons Individual skills are developed systematically in the following ways

Enquiry and imagination

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

Critical and refl ective thinking

Activities in Rise and Shine have been developed to provide

a level of cognitive challenge in line with pupils’ age

As they move through the course, pupils are asked to engage with the language using lower order and higher order thinking skills, as appropriate There are constant opportunities for information processing, using skills such

as following instructions, locating and collecting information, classifying and sequencing ideas, which contribute to pupils’

ability to retain and confi dently use the key language Rise and Shine also provides pupils with consistent opportunities for self-assessment and refl ection

Collaboration and communication

Rise and Shine oﬀ ers a unit structure that encourages pupils

to work together towards a shared goal Individual and pair work activities develop throughout the course from short answers and dialogues to group work and team projects As communication and collaboration are integrated with other skills, a holistic approach is encouraged and promoted from the outset to encourage shared participation and responsibility

to fi nd answers with valued individual contributions

Social responsibility and global citizenship

Social responsibility is all about encouraging pupils to take responsibility for their behaviour in the world and to behave with sensitivity toward social, cultural, civic and environmental issues Rise and Shine encourages this through

a strong global citizenship syllabus which invites pupils to take an active role in their community and collaborate to make the world more equal, fair and sustainable It fosters the belief that every pupil can make a diﬀ erence

Social responsibility is all about encouraging pupils to

Global Citizen

I share toys!

Global Citizen

I share toys!

Global Citizen

I celebrate all families!

Global Citizen

I play with friends!

Global Citizen

I try different food!

Global Citizen

I appreciate special clothes

Global Citizen

in Welcome, the pupils will:

Key learning outcomes

Understand the sequence of ideas in texts and conversations on familiar topics.

Follow simple social and interpersonal exchanges

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

Create a show programme

Participate in social exchanges in English.

to our summer camp!

At the camp: cabin, camp leader, door, gate, picnic table,

roof, rope swing, seat, summer camp, window

Putting on a show: act in a film, design a programme,

perform on stage, play in a band, put on a show, write a song

Putting on a show 2: audience, comedy, joke, nervous

Recycling and building

I like I can There’s

Language stretch

Have you got any ideas for the show?

Functional language

Turn taking: You go first! OK! Maybe we could… What do you

think? What do you reckon?

What are you going to do? I’m going to / not going to…

GSE range for Level 6: 35–42 (stretch 46) Development indicator:

Speaking Connect simple related ideas in a logical

sequence in short stretches of speech.

Working towards: taking part in a conversation of 4 exchanges, using a range of tenses and descriptive language At the highest level, being able to present on a topic of interest and engage with an audience.

Can identify key information about future plans in short,

objects and situations or express basic opinions or attitudes in short stretches of speech.

interpersonal exchanges using simple language and expressions.

Writing Write a short text on common topics and

situations using simple language.

Working towards: writing 3–4 compound sentences in a structured paragraph on familiar topics, and at the highest level being able to write for a range of informal and formal purposes.

M01_RS_TB6_6017_M01.indd 31 01/07/2021 09:13

Future skills

Course methodology

Trang 16

14 Course methodology

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

Self-management and leadership

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 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 develop their leadership skills through activities that enable problem-solving, teamwork, presenting and assessment of pupils’

own progress and learning

Rise and Shine promotes persistence and a growth mindset in the classroom, which helps pupils view ability as something that is changeable rather than fi xed Activities encourage pupils to relish challenges, embrace their mistakes as part of the learning process, value the importance of eﬀ ort, respond carefully to feedback and take inspiration from others This will help them achieve, not only in the English classroom, but also in their future lives as adults

The Teacher’s Book oﬀ ers teachers extra support by explaining how images, stories and activities spark curiosity, foster imagination and creative thinking, build confi dence, nurture growth and allow pupils to shine

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 Su sparks pupil’s interest and enquiry with a personalised question

thinking

Rise and Shine and the UN Sustainable Development Goals

In 2015, all UN Member States adopted

17 Goals as part of the 2030 Agenda for Sustainable Development – a global call

to action to protect the planet, end poverty and improve the lives of all the people

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

of the UN Sustainable Development Goals, such as:

SDG 3: Good Health and well-being (healthy food

and meals; Unit 1)SDG 6: Clean water and sanitation (being mindful

and saving water; Unit 4)SDG 7: Aﬀ ordable and clean energy (ways of

reducing pollution and using natural sources

of energy; Unit 2)

SDG 13: Climate action (natural weather disasters and

why they occur; Unit 3)SDG 16: Peace, justice and strong institutions (fair

access to education, fair future; Unit 5)SDG 17: Partnerships for the goals (solidarity and

interest in resolving problems; Unit 6)For more information on the UN Goals, please visit https://www.un.org/sustainabledevelopment/

www.frenglish.ru

Trang 17

4 Look and say.

Write an online message about healthy food.

nder

What healthy food do people eat

in your country?

There are a lot of kiwis and some pears.

There’s a watermelon and there’s some chocolate.

Lesson 1

4 Look and say.

Grammar

I found a lot of yellow, green and orange peppers.

I didn’t fi nd any red peppers.

do – did make – made go – went see – saw

fi nd – found cut – cut put – put eat – ate

StructuresI found (orange peppers) / I didn’t fi nd (red peppers).

I can shine!

5 Imagine you went to a garden yesterday What did you fi nd? What healthy lunch did you make?

I can talk about a healthy meal I made.

3 Read and say in the past form.

Every Saturday, I 1see my friends In the morning, I

egg sandwiches I 4put the picnic in my bag and

athletics We 8don’t go shopping!

Lesson 2

1 1.03 Read and listen.

4 What did they do at the camp yesterday? Say.

I saw some watermelons and a lot

of grapes! I made a fruit salad!

They went to the garden

Last Saturday, I saw my friends.

BLOG

Summer camp challenge blog: A healthy lunch

Add a comment

8

Yesterday, we did our fi rst camp challenge! We made

a healthy lunch! First, we went to the garden I found a lot of yellow, green and orange peppers But

tomatoes and onions Then, we made vegetable kebabs We cut the vegetables and we put them on

sticks We cooked them on the barbecue and then we

ate our kebabs together It was fun!

Wonder stage: activities to spark curiosity

support Previous knowledge of the topic is activated

through an Assessment for Learning activity

a dialogue between the characters

illustrated big picture

context

further practice to help reinforce the learning objectives

and consolidate their learning

Unit title: sets out the quest for the unit and

the project end goal

I wonder question: engages pupils with the

unit topic and sparks curiosity Pupils fi nd out

the answer to the question in the unit

1Lucy’s mum / have cough?

2Lucy’s dad / have temperature?

words and expressions from the unit.

11

Home–school link Tell your family about your favourite healthy food.

Lesson 9 Time to shine!

kiwi lemon sushi pear tacos watermelon cakes onion salt pea peppers sweets curry chocolate yoghurt milkshake

Extra time? I’m a fruit I’m small and green My skin is furry but I taste sweet! What am I?

Lesson 8 Unit 1 Review

stay at home / seven days

Starter: Pepper and onion

My healthy class lunch!

We can eat a lot

of these foods.

We can eat these foods sometimes.

We shouldn’t eat a lot of these foods.

Lucy Yesterday

take medicine / before breakfast

You shouldn’t go to the oﬃce for at least a week.

You must take your medicine on an empty stomach.

I saw an interesting recipe for curry

in my dad’s recipe book So I cut up amazing curry It wasn’t very spicy!

I found delicious, fresh vegetables in the school garden

presented through a reading and / or listening activity and then consolidated

of the lesson for the teacher and parent

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

Digital: Grammar presentation and additional grammar practice

Trang 18

I can understand details in a folk story.

I can shine!

12 VocabularyIllnesses Story valueSharing your food

happens in the story?

traveller put in his soup?

Lesson 3

1

4 2

5 3

6

1 What did the traveller want when he arrived in the village?

2 What was the matter with the woman?

3 What vegetables did the traveller put in the soup?

4 What did the traveller give the villagers when he said goodbye?

What’s the matter?

Maybe you should eat some healthy soup or maybe you should take some medicine.

I have a headache and a temperature.

‘Maybe I can help,’ said the traveller He took out a stone ‘This is my medicine stone.’

‘Where did you get that from? Did a doctor give it

to you?’ asked the man

‘I can’t say,’ replied the traveller ‘But I can make some medicine soup.’

Next, the traveller said,

‘It’s better with some peas But we haven’t got any peas.’

‘I’ve got some peas!’ said the man

Other villagers found peppers, potatoes, beans and carrots and the traveller made a very big pot of healthy vegetable soup.

Do you really think that the stone makes the villagers feel better?

M02_RS_PB6_5607_M02.indd 12 6/10/21 5:17 PM

13

Story valueSharing your food

Medicine soup

One day, a traveller arrived in a village

‘Hello,’ he said ‘Have you got any food for a hungry traveller?’

‘No,’ said a woman ‘We haven’t got any food

I just have a headache And I feel sick, too.’

‘I’m sorry,’ said the traveller ‘What’s the matter?’

‘I’ve got some onions!’ said the woman.

They all ate together and the villagers stopped talking about their headaches, coughs and temperatures.

The next day, the traveller gave them the stone.

‘Next time you feel sick,’

he said, ‘you don’t have

take medicine Just make

some medicine soup But don’t forget to add a lot of vegetables!’ he laughed.

Medicine soup Imagine

M02_RS_PB6_5607_M02.indd 13 6/10/21 5:17 PM

Lesson 4

1 When were you ill?

2 What did you do?

the matter with the boy yesterday?

What was the matter yesterday?

What was the matter with you?

I had a headache, I had a cough,

I had a temperature, too.

Poor you! What did you do yesterday?

Did you go to bed?

Yes, I did I took some medicine, too, Because my throat was red.

Poor you! Did you go to the doctor, too?

What did the doctor say?

She was very kind and helpful, And I feel much better today!

Yes, she did / No, she didn’t

go to the doctor?

I took some medicine.

do?

did you Did she What

They went to the hospital.

go?

did they Where

Which girl is Akanni?

a b c

headache temperature hospital cough sick doctor medicine What was the matter?

I didn’t feel sick but I had a cough.

Grammar builder

What was the matter?

I didn’t feel well I had a cough.

I went to bed

What did you do?

Did you have a good weekend, Akanni?

What was the matter?

Did you have a temperature?

No, I didn’t I took some medicine and I went to bed I feel better now!

Yes, I did I didn’t feel

No, not really I wasn’t very well yesterday.

Oh, no! What did you do? Did you go to the doctor?

Remember!

M02_RS_PB6_5607_M02.indd 14 6/10/21 5:17 PM

I can repeat what someone says using diﬀ erent words.

1 You should take this medicine on a full stomach (after a meal)

2 You mustn’t get your ears wet (swimming)

3 You should get a second opinion (another doctor)

4 You shouldn’t socialise with others (not / see friends)

5 Take this medicine last thing at night (before I go to bed)

Omer do to feel better?

Lesson 5

the words in blue.

15

I can shine!

Say in diﬀ erent words

Then listen and check

Pronunciation

You should take this medicine on

Imagine stage: stories and activities to

encourage cognitive engagement

strategy and Vocabulary 1 review

strategies as well as presenting new target

vocabulary

vocabulary and reading comprehension

development of reading skills appropriate for

the level and the opportunity to personalise

the text

pupils to review vocabulary

Digital: Flashcard presentation, extra vocabulary

practice, additional pre-reading support

Lesson 4

and activities with a strong focus on building

communication skills and confi dence

through listening and reading, with further

vocabulary practice

controlled practice activity, led by the Build

helper, Julia

and consolidation of new grammar

a meaningful context

Digital: additional grammar practice, karaoke

song

3

An engaging song to provide further practice

Personalised practice of the grammar within

What Where

headache temperature hospital cough sick doctor medicine

Clear presentation of Grammar 2 with a

controlled practice activity, led by the Build

Read and sing What was the matter with the boy yesterday?

Did you go to bed?

Yes, I did I took some medicine, too, Because my throat was red.

Poor you! Did you go to the doctor, too?

What did the doctor say?

She was very kind and helpful, And I feel much better today!

additional grammar practice, karaoke

Did you go to bed?

Yes, I did I took some medicine, too,

and activities with a strong focus on building

Presentation of Grammar 2, contextualised

Clear presentation of Grammar 2 with a

Lesson 5

followed by controlled practice

Digital: Extended pronunciation presentation and practice, Communication cards

A clear, character-led, 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

Yes, she did / No, she didn’t

I took some medicine.

They went to the hospital.

Remember!

I did not go = I did not didn’t go…didn’t

4

1 When were you ill?

2 What did you do?

What did you do?

A clear, character-led, presentation of key functional language in a relevant context

Say with a partner Use simpler words.

You should take this medicine on a full stomach (after a meal) You mustn’t get your ears wet

You should get a second opinion

You shouldn’t socialise with others

Take this medicine last thing at night

Communication

Say and write

dicine temperature

Say with a partner Use simpler words.

1 You should take this medicine on a full stomach (after a meal)

2 You mustn’t get your ears wet

3 You should get a second opinion

4 You shouldn’t socialise with others

5 Take this medicine last thing at night

bed other

Fred water bett er bett er er

Pronunciation Ask and answer.

When were you ill?

What did you do?

I went to bed

What did you do?

Ask and answer.

When were you ill?

What did you do?

I went to bed

What did you do?

I went to bed

www.frenglish.ru

Trang 19

Lesson 6

Grow stage:activities to see real-world content

that opens pupils’ eyes through a global

citizenship strand

the text that tie in closely with the unit topic

in the lesson and develops listening skills

appropriate for the level

encourages children to draw comparisons

between the lesson content and their own lives

A healthy picnic

Unit reviewUnit objectives review Unit project A healthy picnic

the doctor says using diﬀ erent words.

headache temperature medicine cough doctor

You should stay hydrated (drink a lot of water) You shouldn’t look at screens for a long time (not / use my computer all day) You should take this medicine last thing at night (before I go to bed)

Review

Sarah had a kiwi She didn’t have any lemons.

Did she have a temperature?

You should stay hydrated.

No, she didn’t.

So, you mean that I should

drink a lot of water?

Sarah Laura HarrietChen

Medical Prescription Note Patient: Sarah Thomson

M02_RS_PB6_5607_M02.indd 18 6/10/21 5:18 PM

1 What are you going to have for a starter?

2 What are you going to have for the main course?

3 What are you going to have for dessert?

Unit project A healthy picnic

I can plan a meal and talk about a healthy menu I made.

favourite healthy picnic.

19

Shine on!

at our…’ Listeners then know what you’re going to talk about Finish listeners remember!

Create

Time to shine!

We ate sushi for a starter and then we had fi sh tacos and salad for the main course We cut a watermelon, some pears and some kiwis We made a fruit salad for dessert It was delicious!

Our healthy picnic menu

Main course

Fish tacos and salad:

peppers, peas and onions

Starter

Sushi: fi sh, vegetables

and rice

Dessert

Fruit salad: watermelon,

pears and kiwis

M02_RS_PB6_5607_M02.indd 19 6/10/21 5:18 PM

and Joseph from?

a India b Senegal c Mexico

the sentences.

yoghurt tacos honey curries sushi vegetables

1 Anna’s favourite food is…

2 Joseph ate… at a restaurant last weekend.

3 Joseph doesn’t like hot…

4 Anna suggests adding… to the curry.

the photos in Activity 1 with the comments a–d.

I share toys!

Gl oba l Citize n

I share toys!

Gl oba l Citize n

Lesson 6

a nita_bora12 I’m from India I love eating

healthy food In my country, we eat a lot of diﬀ erent curries Colourful spicy curries are healthy and stop us from getting ill My favourite main course is my mum’s very hot vegetable curry! Yum!

b marios.pallaris I’m from Greece We eat a

lot of delicious, healthy food in my country Last night, we went to our favourite restaurant and we ate Greek salad for the starter and fresh fi sh for the main course We had yoghurt and honey for

dessert It’s easy to cook healthy Greek food!

c Aiko_Sato* I live in Japan and my favourite

healthy food is sushi This is a special food

with rice and fi sh or vegetables We eat a lot of noodles in my country, too Last night, my dad made an amazing noodle soup with a lot of fresh vegetables It was delicious!

d Juan_Martinez3 My favourite food is fi sh tacos My grandmother showed me how to make

tacos using the secret family recipe! We use red onion, tomatoes and special spices with fi sh and beans Shhh! Don’t tell anyone! It’s a secret!

all over the world!

It’s important to eat a healthy diet with a lot of fresh fruit and vegetables But we get bored of eating the same dishes! Write a message to tell us about your favourite healthy food from your country!

Healthy food

16

What’s your favourite food from another country?

I can write an online message.

Do you always eat food from your country?

What food do / don’t you eat in your country?

What’s your favourite international food?

3

2 1

Food is important in my family

Last Saturday, we ate thieboudienne

This is a special meal with diﬀ erent vegetables, rice and fi sh My favourite with onions We usually eat it with salad and bread It’s wonderful!

We don’t always eat food from Senegal! We like eating food from other countries, too My favourite international food is sushi! It’s amazing!

a food in her country b her family c cooking curry

Adam Beth Louise Chen

M02_RS_PB6_5607_M02.indd 17 6/10/21 5:18 PM

Course methodology

Unit project A healthy picnic

I can plan a meal and talk about a healthy

Make a class display Vote for your favourite healthy picnic.

Shine on!

had fi sh tacos and salad for the main course We cut a watermelon, some pears and some kiwis We made a fruit salad for dessert It was delicious!

What happened yesterday? Look and say.

1 Sarah have / a kiwi have / lemons

2 Harriet cut / peppers

2 What was the matter with Sarah after the picnic? Ask and answer.

Unit review Unit objectives review

4 What are your three favourite types of healthy food?

5 Watch the video What do you know now?

3 Sarah goes to the doctor Roleplay the conversation Repeat what the doctor says using diﬀ erent words.

headache temperature medicine cough doctor

Review

Sarah had a kiwi She didn’t have any lemons.

Did she have a temperature?

You should stay hydrated.

No, she didn’t.

Chen

Medical Prescription Note Patient: Sarah Thomson

6 A group of international students

1 What are you going to have for a starter?

2 What are you going to have for the

main course?

3 What are you going to have for dessert?

7 Share your ideas with your group.

8 Design your picnic menus.

Present your picnic menu to the class.

at our…’ Listeners then know what you’re going to talk about Finish listeners remember!

Create

Time to shine!

1 What happened yesterday? Look and say.

Review

What are your three favourite types of healthy food?

Watch the video What do you know now?

(drink a lot of water)

Patient: Sarah Thomson

9 Present your picnic menu to the class.

Time to shine!

Lesson 8

Shine stage: activities stepped-out to allow all

pupils to showcase their achievements and feel a

sense of pride

their own context in answer to the unit title

Step 1: Review and personalisation through

diﬀ erentiated ‘steps’ allows all pupils to

showcase achievements and feel a real sense

of pride

unit and provides controlled speaking practice

Digital:Our World video

Lesson 7

context known to pupils

ideas for their own writing

pupils in structuring their writing

simultaneously practising the vocabulary and grammar structures learnt in the unit

Lesson 9

Step 2: Pupils think and create

Time to shine:Pupils share their project with the class, encouraging communication

and collaboration

Shine on:An extension activity that allows pupils to extend their projects further and make

additional connections to the wider world

I can

I can write an online message.

Writing An online message

The model writing text relates the global citizenship strand to a real-world and functional

activity that helps pupils personalise the context further and provide further activity that provides step-by-step planning, refl ective of the model text, to support

activity, simultaneously practising the vocabulary and grammar structures learnt in the unit

activities to see real-world content that opens pupils’ eyes through a global

Real-world reading text

Four new vocabulary items are presented within

Comprehension with critical thinking

A listening task that extends the topic explored

2 Marios ate fi sh and salad at

home last night.

3 Marios had yoghurt and honey

a nita_bora12

all over the world!

It’s important to eat a healthy diet with a lot of fresh fruit and vegetables But we get bored of eating the same dishes! Write a message to tell us about your favourite healthy food from your country!

Healthy food

A listening task that extends the topic explored

It’s important to eat a healthy diet with a lot of fresh fruit and vegetables But we get bored of eating the same

Healthy food

4

I’m from Greece We eat a lot of delicious, healthy food in my country Last night, we went to our favourite restaurant and we ate Greek salad for the starter and fresh fi sh for the main course We had yoghurt and honey for yoghurt

dessert It’s easy to cook healthy Greek food!

c Aiko_Sato*

healthy food is with rice and fi sh or vegetables We eat a lot of

5

and honey for dessert It’s easy to cook healthy Greek food!

Aiko_Sato* I live in Japan and my favourite

healthy food is sushi This is a special food

with rice and fi sh or vegetables We eat a lot of noodles in my country, too Last night, my dad made an amazing noodle soup with a lot of fresh vegetables It was delicious!

d

Anita, the Grow helper, asks a question that

encourages children to draw comparisons

between the lesson content and their own lives

Joseph doesn’t like hot… Anna suggests adding… to

Nita’s favourite curry is fi sh Marios ate fi sh and salad at home last night.

Marios had yoghurt and honey after his dinner.

4 Aiko’s dad made noodle soup

last night.

5 Juan’s grandfather gave him

the secret family taco recipe.

6 There are some beans in

Juan’s fi sh tacos.

fruit and vegetables But we get bored of eating the same dishes! Write a message to tell us about your favourite

What’s your favourite food from another

Our writing workshop

3

2 1

4

I’m from Senegal The food here is healthy and delicious! We eat a lot of fresh vegetables with fi sh, beans and brown rice We sometimes have chicken.

2

Adam Beth

The model writing text relates the global citizenship strand to a real-world and functional

and Joseph from?

a India b Senegal c Senegal Senegal c

What’s your favourite food from another country?

Trang 20

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 refl ects 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 eﬀ ective 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 fi nd four types of ready-made tests which will help them

form an accurate evaluation of their pupils’ understanding

and achievement The Assessment Pack is available on the

Pearson English Portal

Diagnostic tests are designed to help evaluate pupils’

current language ability in English against the learning

outcomes of the course This should be given at the start

of the new level and will help provide a picture of pupils’

existing knowledge It also provides awareness for teachers

of where individual pupils or the whole class may need more

support as they work through the course This should be

administered in a relaxed and supportive atmosphere

Unit tests correspond to the content material in each of

the units and refl ect the learning objectives of the unit

These tests provide a useful snapshot of pupil achievement

at the end of a unit and also provide feedback to teachers

and pupils on the progress made against the unit learning

objectives These tests can help identify any areas where

further support is needed for individuals or the whole class

The 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 on activities aligned to the key competency

indicators As with the Unit tests, information gained from

these should be used to identify areas where pupils may

need additional practice or support Progress Review tests

additionally reassess pupil understanding and retention of

the language and concepts taught in the previous units

This repeated practice helps pupils remember and integrate

material learnt over time, and support teachers in making

decisions regarding which language points and skills need

further review

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

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 specifi c 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 specifi c needs and situations

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

Course methodology

English Benchmark Young Learners

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Trang 21

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 inform what they learn next A balanced approach to

assessment includes frequent informal prompts, games and

other activities that allow pupils to understand where they

are and identify gaps in their understanding When informal

assessments are integrated into the classroom, pupils take an

active role in their own education and seek out the help they

need to meet their goals

One aspect of assessment that is frequently overlooked by

traditional approaches is positive reinforcement All pupils

need to be encouraged by acknowledging skills they have

successfully acquired Focusing attention only on mistakes or

unlearnt material creates disengaged, dispirited pupils Always

be sure to praise pupils for skills they have successfully

acquired before identifying those which need work Beginning

pupils are especially responsive to positive feedback

Assessment for Learning in Rise and Shine

Assessment for Learning in Rise and Shine incorporates

a number of techniques that help build a supportive and

motivating learning environment

Introduce

At the beginning of each unit, there are activities designed to

introduce the key topic of the unit and spark pupils’ interest

These activities help you 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

DiagnoseDiagnose

The fi rst activity in each lesson is designed to activate prior

knowledge and help you 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 fi nal Time to shine project task, giving pupils of all abilities

the opportunity to shine

Refl ect

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

I can shine!

ACHIEVE The pupil can talk about a meal they made using past forms

using past forms with some errors

EXCEED The pupil can talk and write about a meal they made using past forms

support every pupil to shine

Introduce

Assess

Course methodology

Trang 22

Working with projects in

Rise and Shine

At the end of each unit, the Time to shine project oﬀers

pupils the opportunity to apply the skills they have learnt

in the unit through a fun, achievable project The 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

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 project in their own words

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

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

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 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:

entry points,

Course methodology

www.frenglish.ru

Trang 23

Managing inclusive classrooms

Rise and Shine is designed to support inclusive classrooms

and helps teachers to create an environment where all pupils

can access the same learning

Learning and allow pupils to personalise their responses

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

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

teaching methods, including drawing on the skills and

abilities of diﬀerent pupils

digital oﬀering provides 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: grouping pupils

Try to form groups of differing abilities during collaborative

tasks to allow all pupils to benefit from the activity

Stronger pupils may wish to take charge of the linguistic

aspects such as writing the script, and those pupils who are

less confident with the language can work on other areas

such as gestures, props, where to stand, etc

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

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

Take a multisensory approach Useful with all primary

learners, pupils with additional needs draw extra benefit

from encountering language in multiple modes Multisensory

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’ 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 avoids pupils feeling singled out and increases confidence

Give all pupils opportunities to speak While some pupils will be confident speaking up in class, others may feel anxious, especially if they have speech diﬃculties or are particularly shy Organising some speaking activities as pair

or small group tasks allows all pupils to practise speaking

in a safe environment Check in with pupils regularly on how they feel about speaking in class as even the most anxious pupils may be waiting for their moment!

Continuous repetition Rise and Shine is structured

to repeat and recycle key language continuously and consistently throughout the course However, regularly reviewing key language in class benefits all pupils Display important vocabulary or structures on the wall or on the board as a reference for pupils

Involve pupils in the creation of extra materials The whole class can be involved in the preparation of display materials for the classroom, such as posters or charts, or individual materials, such as a personal dictionary for key vocabulary These tasks give pupils control and choice, and give the opportunity for those with linguistic diﬃculties to combine skills they feel more confident in with English Meanwhile, pupils needing extra challenge can be encouraged to research and extend language

Practical tips and planning

Trang 24

22 Practical tips and planning

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

Our World video

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 fl exible 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,

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 refl ect on how much more they

understand of the video now that they are close to fi nishing

the unit Worksheets for Our World videos are available on

the Pearson English Portal

Practical tips for using video

Watching the video allows pupils to see language learnt

in another context It is likely that during the fi rst viewing pupils will not understand the entire text presented in the recording but they will get the meaning of the pictures, sounds and the rhythm of the spoken language They will remember some phrases, especially those which are repeated often

a good short-term memory, and watching the same episodes again two months after they were fi rst shown will considerably improve their memorising ability

Encourage pupils to say the English words they remember from the recording

scene so that you can ask pupils questions about the things they see

and ask pupils about what they heard to support listening skills development

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

www.frenglish.ru

Trang 25

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 are provided as

a communication kit to support confi dence building The

cards link thematically with the unit topic and vocabulary,

and allow for personalisation of the functional language

in Lesson 5 This helps make the language meaningful for

pupils The focus on communication comes through clearly

in this lesson through speaking strategies that allow for

scaﬀ olded steps This is the main opportunity before the fi nal

Time to shine task to build confi dence in oral production and

consolidate language learnt so far

Communication Cards Unit 2

sofa

+ comfortable – traditional

sofa

+ modern – not comfor table

table

+ beautiful – tiny

table

+ large

bed

+ soft – tiny

bed

+ large

bathroom

+ large – dark

bathroom

+ light – messy

bedroom+ largebedroom+ tidy

– not large

street

+ modern – noisy

street

+ quiet – traditional

backpack

+ colourful – not comfor table

backpack

+ comfortable – dark

phone

+ large – not modern

phone

+ modern – complicated +

– + – + – + –

2A 2B

3A 3B

4A 4B

5A 5B

6A 6B

7A 7B

8A 8B

9A 9B

10A 10B



Name:

Class:

Communication Cards Unit 3

3 Talking about the weather

Today Tomorrow

To develop learner confi dence, Rise and Shine oﬀ ers 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 diﬀ erentiated support

Tips for encouraging pupils to speak in the classroom

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

demonstrate the activity with a volunteer

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

them, oﬀ ering support where needed

especially when working in small groups Shy pupils especially feel demotivated if they miss their opportunity

to speak because of time constraints

they do not disrupt other pupils and all pupils get the opportunity to fi nish the task

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

delivering all instructions in English See page 28 for useful classroom language

when possible, including other teachers, older pupils and parents

praise them for doing so

3 Say with a partner Use simpler words.

1 You should take this medicine on a full stomach (after a meal)

2 You mustn’t get your ears wet (swimming)

3 You should get a second opinion (another doctor)

4 You shouldn’t socialise with others (not / see friends)

5 Take this medicine last thing at night (before I go to bed)

1 1.09 Read and listen What should Omer do to feel better?

5 Talk with a partner

Say in diﬀ erent words

4 1.11 Say and write

Trang 26

Teaching with posters

Posters can play a key role in the English language lesson

as they are such a powerful visual tool They can be a

valuable way to focus pupils’ attention, allowing pupils to

really engage with the topic and also consolidate and extend

the language already learnt

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 the course

characters Ask pupils to think about the vocabulary which

may be presented in the poster Encourage them to provide

examples of particular words related to this thematic

group In the case of course characters, it will be clothing,

descriptive words, body parts, 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: Who’s this?

What’s he / she doing? etc

Finding and pointing Ask individual pupils to come to

the poster, fi nd and point to specifi c objects You can also

divide pupils into two teams and change the activity into an

exciting competition Ask one person from the team to come

to the poster and fi nd 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

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

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 diﬀ erent object

Placing words on the poster If pupils can recognise written words, you can ask them to place appropriate fl ashcards, 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 specifi c 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 it big? How often do you use it? etc 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 in the poster and make true or false sentences related to them

www.frenglish.ru

Trang 27

Classroom management

Rise and Shine presents opportunities for individual work,

pairwork, group work and whole-class activities When

working in pairs, groups or in a whole-class setting, pupils

engage in cooperative learning – learning with and from

each other The following suggestions focus on diﬀerent ways

of grouping or pairing pupils All the activities presented here

are suited to any group size, age or interest

Dividing pupils into pairs and groups

Grouping by order Organise pupils in a specific order, then

divide them up Ask pupils to get in line in alphabetical order

(according to their first name or last name), by the number

of letters in their name, order of birthdays (grouped either by

month or by their date of birth) or height

Animal sounds This is a loud but fun way to divide up

pupils Write names of animals on slips of paper Distribute

them and ask pupils not to show their slips to each other

When they are ready, ask them to start making the sound of

the animal that is written on their slip of paper They have to

find the other members of their animal family

Pick and mix Pupils can be divided into groups or pairs by

having them pick objects from a bag Then you can ask them

to find their teammates Some examples of objects you can

use are:

Coloured counters Ask pupils to team up with the same

colours together, diﬀerent colours together or two same

colour counters and two diﬀerent ones

Coloured pencils Pupils who pick the same colours from

the bag are in the same group / pair, e.g 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

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

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 are 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

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Games and extensions

Flashcard games

Memory game Stick picture cards on the board Ask pupils

to memorise the cards, then remove them and pupils list the

items To make the game more challenging, ask pupils to say

the cards in the order they appeared on the board, or only

remove one

Picture card mime Invite a pupil to the front Show him /

her a card or a written word while hiding it from the rest of

the class He / She mimes the word silently The pupil who

correctly guesses the word comes forward to mime the next

word Alternatively, split the class into two teams and ask a

member of each team to mime the same word for their team

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 (Total Physical Response) games

Basketball Ask a pupil a question If he / she answers

correctly, allow a shot at the basket If the pupil gets the ball

in the basket (or box), award two points If he / she only hits

the basket, award 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

Team games

Category writing Divide the class into groups Each group

chooses their ‘captain’ Write the name of a vocabulary

category on the board, e.g sports, food or animals Each

group helps their captain write as many words as they can

which belong to the category in two minutes

Drawing race Divide the class into two teams and invite a pupil from each team to the front of the class Whisper a word to the two pupils Each pupil draws the item on the board The first team to identify the picture correctly wins

a point Continue until everyone has had a turn at drawing

a word

Parachute Play a guessing game in teams Draw a large parachute on the board with some strings leading to a stick figure hanging from the parachute Think of a word pupils have learnt and draw a dash inside the parachute for each letter in the word Pupils from one team try to guess the word For each incorrect guess, erase one of the parachute’s strings Award points to the team when they guess the word correctly If all the parachute’s strings are erased before pupils guess the word, the other team can try

Word swat Divide pupils into two teams Ask each team 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 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 ends up pointing to

Miscellaneous games

Bingo Play bingo with any topic Ask pupils to draw the bingo grids Then they write or draw in the boxes the vocabulary items you wish to review The winner is the first pupil to check oﬀ all the items on his / her grid

Drawing game Pupils draw pictures of target vocabulary

on the board They must do this slowly, line by line The class tries to guess what each pupil is drawing before he/

she finishes the picture The first pupil to guess draws the next item

www.frenglish.ru

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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? Give also an incorrect question type: 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 group

of words 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 Pupil 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 a 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 (e.g 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

‘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 stands in a line at the opposite

end of the room Tell pupils to try to sneak up on the ‘granny

/ grandad’ but to 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 If the ‘granny /

grandad’ sees a pupil moving, they can send him or her out

of the game or back to the end of the room The winner is

the pupil that reaches the ‘granny / grandad’ first

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

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

Tense review This game can be used to help pupils revise and compare diﬀerent tenses they have learnt Give the pupils time phrases depending on which tenses you want

to review (e.g yesterday, now, tomorrow) Have pupils create imaginative sentences about what they are doing at those times, making sure they use the correct grammar structures

Pupils can swap sentences and ask each other questions,

if the question structure for the target grammar has also been taught

Who said it? This game can help revise events or actions in

a story text Say an adjective or phrase from the story Have pupils think and say which character from the story it relates

to Pupils can write down their answers individually or in small groups and then check at the end Alternatively, pupils can call out the answers

Progress game

The Rise and Shine Parade This game at the end of the Pupil’s Book allows pupils to review and showcase what they have learned in the level Pupils can play the game individually or in pairs, working their way round the board, using counters if they wish Squares are numbered to indicate direction of play around the board On each square, they answer the 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 answers to the questions

Trang 30

Sit down / Stand up, please.

What day is it today?

How are you today?

Is everyone here?

Is anyone away today?

Where is (Juan)?

Starting the lesson

Are you ready?

Let’s begin / start

Listen (to me)

Look (at me / at the board)

Take out your books

Give this / these out, please

Have you got a (pencil)?

Open your books at page (4)

Turn to page (6)

Open/Close the door

Managing the class

Be quiet, please

Look at me / Listen to me

Come to the front

Come to the board

Put your hands up / down

Who’s next?

Repeat after me

Wait a minute, please

During the lesson – questions

Are you ready?

Do you understand?

What do you think?

Anything else?

May / Can I help you?

Are you finished?

What can you see?

Pair work / Group work

Find a partner

Get into twos / threes

Who’s your partner?

Make a circle

Work with your partner / friend / group

Put your books / notebooks / coloured pencils away

Tidy up

Put that in the bin / rubbish bin, please

Collect the cards / spinners / scissors, please

The lesson is finished

That’s all for today

Goodbye!

See you tomorrow

Have a nice weekend/holiday

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Trang 31

Pepper and onion salad

I saw an interesting recipe for curry in my dad’s recipe book So I cut up the fish and vege

I found delicious, fresh vege

I made a healthy Greek dessert Y

Pepper and onion salad

I saw an interesting recipe for curry in my dad’s recipe book So I cut up the fish and vege

I found delicious, fresh vege

I made a healthy Greek dessert Y

peppers, potatoes, beans and carr

So, you mean that I should drink a lot of w

Main cFish tpeppers, peas and onions

Trang 32

in Welcome, the pupils will:

Understand the sequence of ideas in texts and conversations on familiar topics.

Follow simple social and interpersonal exchanges

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

Create a show programme

to our summer camp!

Trang 33

Target vocabulary

At the camp: cabin, camp leader, door, gate, picnic table,

roof, rope swing, seat, summer camp, window

Putting on a show: act in a film, design a programme,

perform on stage, play in a band, put on a show, write a song

Putting on a show 2: audience, comedy, joke, nervous

Recycling and building

I like I can There’s

Language stretch

Have you got any ideas for the show?

Functional language

Turn taking: You go first! OK! Maybe we could… What do you

think? What do you reckon?

What are you going to do? I’m going to / not going to…

sequence in short stretches of speech.

Working towards: taking part in a conversation of 4 exchanges, using a range of tenses and descriptive language At the

highest level, being able to present on a topic of interest and engage with an audience.

Can identify key information about future plans in short,

objects and situations or express basic opinions or attitudes in short stretches of speech

interpersonal exchanges using simple language and expressions

situations using simple language.

Working towards: writing 3–4 compound sentences in a structured paragraph on familiar topics, and at the highest level

being able to write for a range of informal and formal purposes.

Trang 34

1 0.02 Listen and explore

4 a big city in Turkey?

4 Describe the summer camp and the characters Say.

Welcome

Omer Julia

Mateo

I wond

er Omer says that it’s exciting to visit new countries

I like playing on the rope swing and climbing trees! What

do you like doing at summer camps?

We’re going to do challenges! We aren’t going to go to school!

5

I can shine!

9 7

StructuresI’m going to / not going to (sleep in a cabin).

I can talk about things I’m going to do.

a

b c

What are you going to do ?

I’m going to sleep in that cabin.

I’m not going to sleep in my bedroom.

Is he going to play on the rope swing? Yes, he is / No, he isn’t

3 Look at Activity 1

Ask and answer.

No, she isn’t.

Vocabulary At the summer camp

Welcome

Omer Julia

Mateo

I wond

er

Omer says that it’s exciting to visit new countries

I like playing on the rope swing and climbing trees! What

do you like doing at summer camps?

and ensure correct usage of the target structures

sentences describing the person’s appearance and clothes until pupils guess correctly Pupils can then play in pairs

with the words

ANSWER KEY: 1 Argentina 2 village, Spain 3 city, China 4 city, Turkey 5 camp leader, summer camp

Anita Hello everyone! Welcome to the Rise and Shine

summer camp! My name is Anita and I’m the camp leader.

Mateo Hi Anita! My name’s Mateo I come from La

Falda – a town in Argentina Nice to meet you.

Spain I’m very happy to be here!

city in China.

Omer Hello! My name is Omer and I come from

Ankara – a big city in Turkey It’s exciting to visit

a new country!

Anita Great! So, this is our camp You’re going to sleep

in those cabins over there And you’re going to eat your meals at these picnic tables and seats.

Anita This is a ‘Make the world a better place’ summer

camp! You’re going to do exciting challenges to help people and the planet You’re also going to write a summer camp blog!

Su Nice to meet you, Anita! I think we’re going to

have a lot of fun this summer!

Wonder

Objectives

seat, summer camp, window

GSE

using simple language, if prompted by questions

conversations on familiar everyday topics if the speakers talk slowly and clearly

making connections to the world around them

We’re learning to talk about a summer camp.

Materials

and encourage pupils to describe any personal experiences of

summer camps Brainstorm things children can do and learn at

a summer camp

characters Invite pupils to make predictions and guesses about

the scene and what is happening

the characters and objects in the main picture as they listen

are going to write a blog about everything they do at the camp

I wonder

Encourage pupils to give reasons for their answer

t

Wonder Helper

Trang 35

Lesson 1

What can you see?

to our summer camp!

Welcome

Omer Julia

Mateo

I wond

er Omer says

that it’s exciting to visit new countries

I like playing on

the rope swing and

climbing trees! What

do you like doing at

5

I can shine!

9 7

StructuresI’m going to / not going to (sleep in a cabin).

a

b c

What are you going to do ?

I’m going to sleep in that cabin.

I’m not going to sleep in my bedroom.

Is he going to play on the rope swing?

Yes, he is / No, he isn’t

Ask and answer.

No, she isn’t.

Is Julia going

to climb trees?

I’m going to sleep in a cabin

I’m not going to sleep outside.

I’m going to play on that rope swing! I’m not going

5

9 7 6

Structures I’m going to / not going to (sleep in a cabin).

Anita

Su

Omer

Mateo Julia

a

b c

What What are you going to do?

I’m going to sleep I’m going to sleep in that cabin.

I’m not going to sleep I’m not going to sleep in my bedroom.

Is he he going to play on the rope swing?

Yes, he Yes, he is / No, he isn’t.

Ask and answer.

No, she isn’t.

Is Julia going

to climb trees?

I’m going to sleep in a cabin

I’m not going to sleep outside.

I’m going to play on that rope swing! I’m not going

to play chess!

d

10

What are you going to do this afternoon / evening? Elicit their plans

and write the activities on the board

main picture who says it

children

ANSWER KEY: a Julia, b Omer, c Su, d Mateo

children in Activity 1 using the target structures

Monitor and ensure pupils are using the target vocabulary and structures correctly

I can shine!

camp using going to and not going to.

camp using going to when a model is provided.

EXCEED The pupil can ask and answer about their plans at a

summer camp using going to and not going to.

structures correctly

I can shine!

The pupil can talk about their plans at a summer

Objectives

GSE

simple dialogues

Have them choose their location in the picture and describe what they can see, what they are doing, etc

board: We’re learning to talk about things we’re going to do at a summer camp.

Materials

down one plan they have for the evening Then pupils ask and answer questions about each other’s plans in groups

Pupils read the dialogue and complete with the correct form of the target structure Play the audio

to check answers

ANSWER KEY: 2 are / ’re going to have, 3 ’m / am going to play, 4 ’m / am going to walk, 5 are you going to sleep, 6 ’re / are going to sleep, 7 aren’t /

’re / are not going to eat, 8 ’re / are going to have

Anita What are you going to do, Omer?

Omer I’m going to eat at that picnic table! I’m not

going to eat inside!

Anita What are you going to do, Julia?

going to sleep in my bedroom!

Anita What are you going to do, Mateo?

Mateo I’m going to play on that rope swing! I’m

not going to play chess!

Anita What are you going to do, Su?

going to go to school!

t

Learning path

t

Trang 36

Grammar builder

I can shine!

1 0.08 Read and listen What are Julia and Su talking about?

I can understand information in a story.

7

0.08 Read and listen What are Julia and Su talking about?

1 put on a show for our friends

2 write a fi lm about our school

3 play in a band together

4 perform a song on stage

5 design a programme

6 act in a fi lm

I can take turns in a conversation.

3 Talk with a partner Take turns!

Su: Let’s talk about our ideas for the end-of-summer show! You go fi rst!

Julia : OK! Maybe we could perform a song What do you think?

you can sing it! What do you reckon?

Julia: That sounds great!

That sounds great!

What do you reckon?

You go fi rst!

Remember!

What do you reckon?

= What do you think?

OK! Maybe we could write

a pop song What do you think?

I can shine!

4 Imagine you’re in the show

What are you going to do?

6 VocabularyPutting on a show

1 Look What do you think the children are planning?

2 0.07 Read and listen What are the children going to do?

Lesson 3

3 Read again Then say True or false?

1 Omer is going to play the guitar.

2 Mateo and Su are going to play

Julia: Hmm… I can write a song to sing

in the show!

Mateo: I can play the guitar! I can

Julia: Great idea!

Su: I can play the drums Let’s play in

Su: I like acting! I can act in the fi lm!

Mateo: I can use a camera I can make the fi lm!

Su: We need to design a programme

for our show!

Omer: What’s a programme?

Julia: It’s a small book that tells people what they’re going to see in the show.

Mateo: Oh yes! What are you going to put

on the cover of our programme?

Su: I’m going to draw a picture of us

on stage with the world behind us!

I like singing I’m going

Lesson 3

in a band.

3 Su likes acting.

4 Julia wants to make a fi lm about Spain.

Anita: We’re going to put on a ‘Make the

world a better place’ show at the

end of the summer Have you got any ideas for the show?

Julia: Hmm… I can write a song to sing

in the show!

Mateo: I can play the guitar! I can perform on stage with you!

Julia: Great idea!

a band together!

Julia: Let’s make a fi lm about getting

ready for the show!

Omer: Yes! I like writing I can write the

fi lm!

Mateo: I can use a camera I can make

the fi lm!

for our show!

Omer: What’s a programme?

Julia: It’s a small book that tells people

what they’re going to see in the show.

Mateo: Oh yes! What are you going to put

different things people can do in a show, e.g sing, dance,

act, play a musical instrument

actions they enjoy, e.g Do you like singing?

story is about Read the question and elicit answers from

the class

think the children are going to do in the show

perform a song, play in a band, make a film, design a

programme)

ideas and plan the show

Introduce pupils to Mateo, the Imagine helper

Read Mateo’s question together Have pupils compare their answers in pairs

write them on the board

Objectives

band, put on a show, write a song

Imagine: fostering imagination

creative in story lessons

about putting on a show.

Materials

you going to do? Pupils discuss what each person is going

to do in small groups Monitor and check pupils’ use of the target language

I can shine!

story and give a personal response

story and give a personal response when prompted

EXCEED The pupil can understand information in

a story and give a detailed personal response using positive and negative forms

The pupil can understand information in a

Assess

them act out one of the actions from the lesson The other pupils guess Repeat with different pupils

with the characters’ names

ANSWER KEY: 2 Mateo, 3 Mateo and Su, 4 Omer,

5 All the children

the sentences and complete with the target vocabulary

They ask and answer about their ideas

ANSWER KEY: 2 song, 3 stage, 4 band, 5 film,

6 programme

Learning path

t

Imagine Helper

Trang 37

Grammar builder

I can shine!

1 0.08 Read and listen What are Julia and Su talking about?

6 act in a fi lm

Julia : OK! Maybe we could perform a song

What do you think?

Julia: That sounds great!

You go fi rst!

Remember!

I can shine!

6 VocabularyPutting on a show

Lesson 3

in a band.

3 Su likes acting.

4 Julia wants to make a fi lm

about Spain.

Anita: We’re going to put on a ‘Make the

world a better place’ show at the

end of the summer Have you got

any ideas for the show?

Julia: Hmm… I can write a song to sing

in the show!

Mateo: I can play the guitar! I can

Julia: Great idea!

Julia: Let’s make a fi lm about getting

ready for the show!

Omer: Yes! I like writing I can write the

fi lm!

Mateo: I can use a camera I can make

the fi lm!

for our show!

Omer: What’s a programme?

Julia: It’s a small book that tells people

what they’re going to see in the

show.

Mateo: Oh yes! What are you going to put

to write a song!

I like acting I’m going

to act in the fi lm!

How do the children

feel at the end?

6 act in a fi lm

What do you think?

You go fi rst!

Remember!

flashcards Hold up each flashcard and elicit the phrase

about?

books Then elicit what they are talking about

the show and that they are making and responding to suggestions

ANSWER KEY: They’re talking about their ideas for the end-of-summer show

especially if we don’t know what to say Tell pupils that it is important to take turns when speaking with a partner They can ask their partner to speak with this phrase and by asking

a question, e.g What do you think?

other Divide the rest of the class into two groups Have the two pupils read out the dialogue in Activity 1 After each line, half the class repeats it chorally, taking turns

you reckon?

in a band, put on a show, write a song

GSE

which speakers make arrangements to do something, if spoken slowly and clearly

Build: building confidence

responding to suggestions with Maybe we could…? Let’s… I’m not sure / Yes, that sounds great!

about what to do in a show.

Materials

will do in the show Monitor and ensure correct usage of the functional language

I can shine!

respond to suggestions in a two-way conversation

with additional support

EXCEED The pupils can take turns and make and respond to suggestions in a two-way conversation without support and with some improvisation

functional language

respond to suggestions in a two-way conversation

a song? and elicit the answer from a pupil on your right Then

that pupil makes a suggestion and a pupil on their right answers Keep going until everyone has had their turn

t

Learning path

t

Trang 38

d …

My name is Samira When I grow up, I want to perform

on stage This summer, I’m staying at a comedy camp

write funny things! Tomorrow, we’re going to go on stage

in front of an audience I feel a bit nervous but I’m also

2 0.09 Read and listen

Complete the article with the missing headings.

3 Read again Then answer.

1 What did the children do yesterday?

2 What are they going to do tomorrow?

3 Who is staying by a lake this summer?

4 Who wants to make people laugh?

Summer camps

around the world!

a …

I’m Sam and I’m 11 years old I’m staying

at a space centre at the moment It’s very exciting! Yesterday, I talked to a real astronaut and I tried on her spacesuit It was very hot Tomorrow, we’re going to go inside

a spaceship I can’t wait!

b …

My name is Tessa and I love animals This year, I’m staying

at a camp in the countryside with a lot of animals I’m learning many new skills Yesterday morning, I helped

to feed the chickens and I picked up 14 fresh eggs

Tomorrow I’m going to learn how to milk a cow!

c …

Hi, I’m Lucien and I love learning new languages This year, I’m at a summer camp in England, in the Lake District Yesterday, we went

on a boat trip on Lake Windermere Tomorrow, we’re going to visit a railway museum!

Let’s be friends

Global Citize n

Let’s be friends

Global Citize n

to make the world better.

Rank the summer camps.

WritingA show programme

4 Create your show programme Write

I like writing I’m going

to write a poem Where are you

I want to write a poem about staying healthy.

3 Read and choose the correct word.

Anita: What are you 1going / go to do for the show?

Julia: I 2 ’m / is going to write a song I’m not going to 3design / designing a programme

That’s Su.

Anita: Great! 4Are / Is Su and Mateo going to play in a band?

Julia: Yes, 5she / they are.

Anita: Wow! Is Omer going to write the fi lm?

Julia: Yes, 6she / he is.

d …

Complete the article with the missing headings.

Global Citizenship Summer camps around the world

Summer campsaround the world!

Summer camps

a …

at a space centre at the moment It’s very exciting! Yesterday, I talked to a real astronaut and I tried on her spacesuit It was very hot Tomorrow, we’re going to go inside

b …

at a camp in the countryside with a lot of animals I’m learning many new skills Yesterday morning, I helped

c …

Hi, I’m Lucien and I love learning new languages This year, I’m at a summer camp in England, in the Lake District Yesterday, we went

on a boat trip on Lake Windermere Tomorrow, we’re going to visit a railway museum!

Working together

interested in

around one of their favourite topics

don’t read them Elicit the text types in the article

ANSWER KEY: c postcards

headings.

words You may need to pre-teach comedy

reading strategies for gist, e.g read the whole section quickly to

get the main idea, look for key words

Answer Key: 1 c, 2 d, 3 a, 4 b

first one as a class

looking for the words yesterday and tomorrow, looking for the

names of cities, looking for words with similar meanings

ANSWER KEY: 1 and 2: Sam talked to a real astronaut

yesterday and tried on her spacesuit He’s going to go inside

a spaceship tomorrow Tessa helped to feed the chickens

yesterday and picked up 14 fresh eggs She’s going to learn how

to milk a cow tomorrow Lucien went on a boat trip on Lake

Windermere He’s going to visit a railway museum tomorrow

Samira learnt how to write jokes yesterday She’s going to go

on stage in front of an audience tomorrow

3 Lucien, 4 Samira

GROW HELPER

Introduce pupils to Anita, the Grow helper

Read Anita’s task Then give pupils time to rank the four camps Have pupils compare their lists

in pairs

class orally

Monitor and offer support where necessary

I can shine!

give reasons using target language

some help and give reasons when a model is provided

EXCEED The pupil can answer the question and provide extended explanation for their choices using target language

Monitor and offer support where necessary

board, e.g try on a spacesuit, feed chickens Then play

a miming game in teams One pupil acts out something they can do at one of the camps, e.g feeding chickens

Their team tries to guess what kind of camp it is, e.g

GSE

model

make basic inferences from simple information in a short text

Grow: Nurturing growth in society

between life, customs and traditions in different parts of the world

camps.

Materials

Learning path

t

Grow Helper

Trang 39

d …

Complete the article with the missing

headings.

There are a lot of exciting summer camps around

the world! Here are a few postcards from some lucky

children who are staying at very unusual camps!

Summer camps

around the world!

a …

at a space centre at the moment It’s

very exciting! Yesterday, I talked to a real

astronaut and I tried on her spacesuit It was

very hot Tomorrow, we’re going to go inside

b …

at a camp in the countryside with a lot of animals I’m

learning many new skills Yesterday morning, I helped

c …

Hi, I’m Lucien and I love learning new

languages This year, I’m at a summer camp in

England, in the Lake District Yesterday, we went

on a boat trip on Lake Windermere Tomorrow,

we’re going to visit a railway museum!

Global Citize n

WritingA show programme

1 Look and write.

to write a poem.

Where are you

Anita: What are you 1going / go to do for the show?

Julia: I 2 ’m / is going to write a song I’m not going to 3design / designing a programme

That’s Su.

Anita: Great! 4Are / Is Su and Mateo going to play in a band?

Julia: Yes, 5she / they are.

Anita: Wow! Is Omer going to write the fi lm?

Julia: Yes, 6she / he is.

1 Look and write.

to write a poem.

Where are you

That’s Su.

Anita: Wow! Is Omer going to write the fi lm?

clothes, animals, places The teams say as many words as they can from that category Award one point per correct answer Then give the other team a different category

Encourage pupils to confer with their team members before answering Continue playing with teams taking turns

Review

with a partner

the target vocabulary Pupils ask and answer questions in pairs

Have pupils compare their answers in pairs before checking

as a class

ANSWER KEY: 1 going, 2 ’m, 3 design, 4 Are, 5 they 6 he

Create

cover in your show.

and elicit what is on the cover

and draw a picture of the different activities they want to include in the show on the front cover

the show Elicit, e.g I want to make a poster about water!

Time to shine!

or less confident pupils, have them present to smaller groups

the world a better place and what they think they could add to their show programmes in the next six units

I can shine!

show programmes, saying what each person is going to do

Extra time: Pupils see how many new words they can make

from the phrase You can give them a time limit or ask them to compare with a friend afterwards Then see who has found the most words

future plans and preferences They can take turns during conversations

plans and preferences when a model is provided They can attempt turn taking during conversations

EXCEEDThe pupil can talk and write about their future plans and preferences They can take turns effectively during conversations and give a clear and informative presentation about how they will make the world a better place

Assess

Time to shine!

Objectives

There’s… There are…; going to for the future

GSE

way Can describe a picture showing a familiar scene or activity using simple language, if prompted by questions

Shine: Time to shine!

programmes, creating a positive learning environment in which pupils feel confident to share their work

t

Trang 40

Let’s stay healthy

1

in Unit 1, the pupils will:

Understand details in a folk story.

Use a range of common language to describe a variety of situations in short stretches of speech.

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

Create a healthy menu.

Tiêu đề	Rise and Shine 6 tb
Tác giả	Michelle Worgan
Người hướng dẫn	James Laidler, Educational Consultant
Trường học	Pearson Education Limited
Chuyên ngành	Education
Thể loại	Teacher’s Book
Năm xuất bản	2022
Thành phố	Harlow

Định dạng
Số trang	179
Dung lượng	22,76 MB