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SAMPLE
TEACHER’S
MATERIAL
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Includes
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Scope and Sequence Levels 1 to 6
Sample Teacher's Book Level 1
Sample Learning Experiences Level 1

Sample Photocopiables Level 1

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Sample Posters, Flashcards and
Story cards Level 1

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 Contents
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Scope and sequence Level 1 4
Scope and sequence Level 2 6
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Scope and sequence Level 3 8
Scope and sequence Level 4 10
Scope and sequence Level 5 12
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Scope and sequence Level 6 14
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Teacher’s Book 1 Introduction 16

Teacher’s Book 1 Teaching notes Unit 3 40

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Pupil’s Book 1 Learning Experience 2 60
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Level 1 Photocopiable worksheets Unit 3 62

Level 1 Posters Unit 3 65

Level 1 Flashcards Unit 3 68

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Level 1 Story Cards 3 70
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 Scope and sequence
Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

Numbers 1–10; colours: Hi! / Hello! Classroom objects: It’s (a desk).

Welcome
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black, What’s your bag, book, chair, desk, It’s (brown).
to Rise and Shine blue, brown, green, orange, name? I’m door, pencil
Towers pink, purple, red, white, (Elena). / My Classroom language:
yellow name’s (Dexter). Be quiet, Listen, Look,
Sit down
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Toys: ball, car, doll, elephant, What’s this? Adjectives: big, small, It’s (old).
1 Old toys, robot, tablet, teddy bear, train It’s (a car). new, old
new toys
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Family: auntie, brother, dad, Who’s this? Pets: bird, cat, dog, I’ve got (a fish).
2 All kinds grandad, granny, mum, sister, This is my fish I’ve got (two)
of families uncle (sister). (brothers).
Learning
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experience 1
Donating toys we
don’t need
Body parts: arms, ears, eyes, I’ve got (one) Actions: dance, hop, I can (run).
3A
 mazing bodies feet, hands, legs, mouth, nose (eye). jump, run I can’t (stop).
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Food: bananas, bread, I like (chicken). More food: Do you like
4 L et’s eat up cheese, chicken, milk, olives, I don’t like ice cream, milkshake, (pizza)?
Learning strawberries, tomatoes (olives). pizza, sandwiches Yes, I do. /
experience 2 No, I don’t.
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Making your own
identity card
Scope and sequence

Animals: duck, fox, frog, What can you Insects: ant, bee, Is it (a ladybird)?
5 Nature lizard, mouse, owl, rabbit, see? butterfly, ladybird Yes, it is. /
around us turtle I can see (five) No, it isn’t.
(ducks).

Clothes: dress, jumper, I’m wearing Feelings: cold, hot, I’m (hot).
6 Let’s dress up
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pyjamas, shirt, shoes, shorts, (a blue T-shirt). happy, sad
Learning T-shirt, trousers
experience 3
Creating a clothes
timeline
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Level 1

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

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 Level 1
Phonics Communication Global Citizen My Everyday English Project

p, b Classroom Let’s be friends! Asking about age

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instructions How old are you?
I’m (six).
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t, d Describing toys A toy museum Sharing toys A toy swap
Toys: bike, kite, music box, plane Can I play? poster
Yes! Let’s play.
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g, c Describing family Families around the world Thanking family A family
members and pets Family and friends: cousin, friend, and friends circle
neighbour, pet This is for you.
Thank you!
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m, n Describing abilities Games around the world Giving game instructions A body
Actions: clap (your hands), close / open (Move) your (body). poster
(your eyes), touch (your feet), move your Well done!
body
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h, ch Asking about food Food around the world Asking for food A perfect
Food: pasta, rice, salad, soup Can I have (a pizza), lunch
please?
Here you are.
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Scope and sequence

s, f Asking about Animals in nature Exploring the park A park
animals Where animals live: flower, grass, pond, Let’s find collage
tree (a butterfly)!

sh, j Describing clothes Special clothes around the world Inviting friends to a A special
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and feelings Clothes: boots, hat, jeans, skirt party costume
Come to my party! doll
Wear (a big hat)!
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Level 1

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 Scope and sequence
Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

Numbers 11–20; days of It’s Monday! School This is my /

Welcome
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the week This is / That’s items: notebook, pen, That’s your
to the Rise and (Stella). rubber, ruler (pen).
Shine Explorers How many
Club (pencils)?
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My things: backpack, belt, cap, Have you got…? Adjectives: dark, fair, He’s / She’s
1 Let’s explore coat, glasses, scarf, trainers, Yes, I have. / No, long, short got…
together watch I haven’t.
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Home: bathroom, bedroom, Where’s (Mum)? Furniture and objects Where’s the
2 Let’s be happy garage, garden, hall, kitchen, She’s in the in a house: bed, lamp, (lamp)? It’s on /
at home living room, stairs (kitchen). sofa, table next to the
Learning (desk).

experience 1
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Farm animals: chicken, cow, There’s a On the farm: bush, Where’s…?
3 Let’s explore donkey, goat, goose, horse, (chicken). There fence, rock, wall It’s (behind)
nature sheep, turkey isn’t a (cow). (the wall).
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Activities: catch, climb, kick, Can you (skip)? Verbs with play: play Can he/she…?
4 Let’s try new ride, skate, skip, swim, swing Yes, I can. / No, a board game, play Yes, he/she can. /
activities I can’t. But I can football, play tennis, No, he/she can’t.
(swim). play the guitar
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Learning
experience 2
Scope and sequence Level 2

Food: burger, biscuit, carrot, What are you Meal prep: cook, grow, Are you (making)
5 Let’s share our cereal, egg, fish, juice, orange doing? I’m make, wash (a salad)? Yes,
food (cooking). I am. / No, I’m
not.
Holiday activities: build a I want to (play Time of day: in Do you want to
6 Let’s have sandcastle, collect shells, go on the beach). the morning, in the (play) (in the
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holiday fun on holiday, play on the beach, afternoon, in the morning)? Yes, I
Learning read comics, sleep evening, at night do. / No, I don’t.

experience 3
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Happy holidays!
Goodbye

Let them shine!: balloon, barbecue, cake, candle, present, sparkler

Celebrations
Beautiful world: desert, hill, jungle, mountain, ocean, sky
Amazing oceans: dolphin, octopus, seahorse, seal, shark, whale
Let them fly!: cloud, day, moon, night, star, sun

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 Level 2
My Communicative Functional language
Global Citizenship Project
sounds outcome and real-world
th Describing objects in I like numbers and maths. Imparting personal My
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(voiced), a basic way How many (pencils)? information Explorers
th My favourite number is Club
(voiceless) (fourteen). passport
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w, y Describing people in I appreciate my community. Commenting on a photo A club book
a basic way builder, chef, explorer, teacher Look at this!
What a great photo!
Celebrate real-life heroes. Appreciate
people in your community.
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r, l Prepositions of place I learn about different homes. Making suggestions A perfect
cave, igloo, tent, treehouse Let’s put (the lamp) here. house
Good/Great idea!
Appreciate and understand difference
and diversity.
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oo, ee Describing what I learn about the five senses. Asking for and giving A five
there is / isn’t hear, see, smell, taste, touch information senses park
Excuse me, where’s (the
Getting to know nature through the garden)? It’s (next to) (the
senses. Notice the details. café).
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a, i Talking about what I know how to enjoy music. Accepting/declining an A club
people can do drums, piano, recorder, violin invitation
Would you like to join my
What do you need to play these club? Yes, of course! / No,
am
instruments? Discovering different sounds thanks.
and how they make you feel.

Scope and sequence

i, o Asking about what I learn about different ingredients. Going shopping A food truck
someone is doing butter, flour, fruit, vegetables What’s on the shopping
list? I need (carrots).
What’s our food made from? Okay, let’s go shopping!
u, e Asking about holiday I stay safe on holiday. Expressing preferences / A holiday
activities dangerous, flag, safe, sea likes and dislikes trip
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I like the sea.
Respecting nature. Being aware of I don’t. I like
dangers in water. cold weather.
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Level 2

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 Scope and sequence
Vocabulary 1
Places in a library:
Welcome courtyard, gallery,
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to The Rise and information desk,
multimedia room, reading
Shine Library
corner, study area
Numbers 20–50
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1A
 ll about School subjects: Art,
Drama, English, Geography,
school! History, ICT, Maths, Music,
PE, Science
Numbers 50–100
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2 Explore our Places in a town: bus stop,
café, cinema, hospital,
town! pharmacy, police station,
Learning shop, sports centre,
experience 1 supermarket, town square
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3 L et’s tell Book characters:
astronaut, dragon, giant,
stories! monster, pirate, prince,
princess, spy, storyteller,
superhero
4 Party at the Hobbies: acting, coding,
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having a party, juggling,
library! learning an instrument,
Learning painting, playing chess,
experience 2 playing computer games,
swapping cards, taking
photos
Scope and sequence Level 3
5 Let’s save Animals: leopards, lions,
monkeys, pandas, parrots,
our animals! penguins, rhinos, snakes,
tigers, zebras
6 Come on an Outdoor activities:
building a den, cycling,
adventure!
doing a nature trail,
Learning drawing, fishing, having
experience 3 a picnic, reading a map,
rock-climbing, sailing,
skateboarding
Goodbye Have a good summer! See you soon!
World Teachers’ Day: canteen, classroom, gym, ICT room, music room, science lab
Celebrations
World Kindness Day: care about someone, give someone a gift, help someone, say thank you,
smile, talk to a friend
World Book Day: costume, dress up, inventor, king, queen, tell a story
World Environment Day: grow vegetables, plant trees, turn off lights, recycle, walk to school,
water the plants
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Grammar 1 Vocabulary 2 Grammar 2
The (library) Items in a library: Has the (reading
has / hasn’t got beanbag, computer, corner) got (books)?
(a gallery). poster, television Yes, it has. / No, it
hasn’t.
What have you
got on (Monday)?
Routine actions:
brush my teeth, go
What time do you
(wake up)? I (wake up)
I’ve got (Art) and to bed, go to school, at (half past six).
(Geography) on have a shower, have
(Monday). breakfast, wake up
There are some
(shops). There
Jobs: bus driver,
doctor, librarian,
Is there a (a librarian)?
Yes, there is. / No,
aren’t any police officer, there isn’t.
(schools). shop assistant, Are there any
waiter (teachers)? Yes, there
are. / No, there aren’t.
The book is about
(a giant).
Adjectives: brave,
clever, cute, kind,
Are (the dragons)
(clever)?
Is she (happy)? scary, strong Yes, they are. /
Yes, she is. / No, they aren’t.
No, she isn’t.
She likes (taking Activities: being Does he / she like
photos). outside, doing crafts, (being outside)?
He doesn’t like doing sport, helping Yes, he / she does. /
(playing chess). people, learning No, he / she doesn’t.
something new,
am
using computers
(Tigers) can /
can’t (run).
Animal parts:
feathers, fur, spots,
They’ve got / haven’t
got (fur). Have they got
Can they (fly)? stripes, tail, wings (spots)? Yes, they have.
Yes, they can. / / No, they haven’t.
No, they can’t.
He / She’s
(fishing).
Places in nature:
countryside,
What’s he / she doing?
He’s / She’s
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He / She isn’t forest, island, lake, (skateboarding).
(cycling). mountain, river Is she (cycling)?
Yes, she is. /
No, she isn’t.
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 Level 3
Our writing
Pronunciation Communication Global Citizen Project
workshop
Telling the time
What time is it?
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It’s (one o’clock /
half past one).
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/ɔɪ/ boy Asking and answering about School days around the A diary entry A school day
/ɔː/ walk going to school world photo diary
How do you go to school? School words: classroom,
I go (to school) by (bus). / homework, playground,
I walk (to school). timetable
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/eə/ there Asking and answering about Town squares around the A leaflet A town map
/ɑː/ pharmacy where I live world
Where do you live? Town words: bench,
I live on (Park Street). community, fountain, friendly
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/b/ book Giving opinions, agreeing and Storytelling around the A book review A story
/v/ clever disagreeing world character
I think this book is great. Adjectives: beautiful,
So do I! / Oh, I do! exciting, fun, interesting

/ɜː/ girl Asking and answering about Crafts around the world Instructions A new hobby
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/ɪŋ/ things what you are good at Instruction words: cut,
Are you good at (coding)? fold,
Yes, I am. / No, I’m not. knit, stick
I want to learn.
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Scope and sequence

/s/ snake Making and responding to Animal habitats around An animal An animal
/ʃ/ shall suggestions the world fact file poster
Shall we (make a poster)? I’m not Animal habitats: desert,
sure. / Yes, that sounds great! grassland, jungle, ocean

/ə/ weather Asking and answering about Outdoor activities around A blog post An adventure
/əʊ/ snow the weather the world park advert
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What’s the weather like today? Outdoor activities:
It’s cloudy / rainy / snowy / kayaking, skiing, sledging,
sunny / windy. windsurfing
Level 3
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Future skills 1: Encouraging others Future skills 2: Community spaces
Future
Future skills 3: Listening Future skills 4: Learning to learn
skills
Future skills 5: Making decisions Future skills 6: Problem solving

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 Scope and sequence
Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

People and things in a We’ve got (cameras). Important We like / don’t like
Welcome museum: app, camera, We can (take things: fun games, (sciencebooks).
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to The Rise and exhibition, museum, museum photos). important photos, Do you like
Shine Museum director, phone Dates: 1st–31st popular books, (football)? Yes,
Months: January–December special toys I do. / No, I don’t.
Features: beard, big eyebrows, What does she look Special things: What has he got?
1W
 ho are we?
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blonde, curly, straight, wavy like? She’s got (curly) blanket, bracelet, He’s got (a drum).
(hair), freckles, moustache, hair). She hasn’t got coin, drum, earrings, Has he got (a
ponytail, smile (a ponytail). necklace drum)? Yes, he has. /
No, he hasn’t.
Everyday things: bowl, box, I like / don’t like this Materials: glass, Whose are these /
2 L et’s use it
it
cup, handbag, jacket, plate, pot, / that (bowl). metal, paper, plastic, those? They’re mine.
again! rug, shelf, sweater I like / don’t like rubber, wood / yours. / his. / hers.
Learning these / those plates.
experience 1
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Places in a city: art gallery, I like / love going to Activities: go on a What do you like
3 City of the funfair, hotel, ice rink, market, the (market) because ride, go shopping / doing? Do you like
future restaurant, shopping centre, it’s (fun). I don’t like to a restaurant, visit (watching a show)?
stadium, swimming pool, going to the (theatre) an exhibition, watch Yes, I do. / No, I
theatre because it’s (boring). a match / a show don’t.
Food: apples, beans, flour, There’s some (rice) Containers and Are there any
4 Food for grapes, honey, lemons, and a lot of (honey). quantities: bag, (apples)? Is there
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everyone! pineapples, potatoes, rice, sugar There isn’t any bottle, box, cup, any (rice)? Yes, there
Learning (bread). glass, piece is. / are. No, there
experience 2 isn’t. / aren’t.
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Sea animals: crab, dolphin, The sharks are Care for the ocean: What are they doing?
5 H elp our jellyfish, octopus, seahorse, seal, (swimming). They clean the oceans, They’re (making
Scope and sequence Level 4

oceans! shark, snail, starfish, whale aren’t (jumping). have a beach clean a film). Are they
up, make a film, (picking up rubbish)?
pick up rubbish, tell Yes, they are. / No,
people they aren’t.
Sports: do athletics / I’m going to (play Sporting activities: What are you going
6 Let’s play gymnastics, go swimming / table tennis). I’m bounce / hit / throw to do? Are you going
together! snowboarding, play badminton / not going to (do a ball, jump hurdles, to (do gymnastics)?
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Learning baseball / table tennis / gymnastics). run / win a race Yes, I am. / No, I’m
experience 3 basketball / hockey / volleyball not.

Goodbye Goodbye from The Rise and Shine Museum

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

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 Level 4
Real-world
Pronunciation Functional language Global citizenship Project
writing
Likes and dislikes I appreciate diversity. Objects in a A Museum
Do you like (football)? time capsule Trail Card
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Yes, I do. / No, I don’t.

/k/ can, Asking for repetition I appreciate special things. Describe your A poster
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/g/ grey Sorry, I don’t understand. Can you always, never, often, sometimes special thing about a
say that again, please? Yes, of course. Understand that everyone has friend
things that are important to
them.
/ʌ/ fun, Inviting, accepting / refusing I learn how to upcycle. An invitation An
it
/ɑːr/ party Would you like to come to (my huge, little, pretty, ugly to a party exhibition
upcycling party)? Yes, please. I’d love Appreciate reusing old things of upcycled
to. / No, thanks. Sorry, I can’t. to make new, useful objects. things
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/juː/ excuse, Asking for / giving directions I appreciate my city. A message A new city
/ɜːr/ turn Excuse me. Where’s the (art gallery)? boring, clean, dirty, lovely about a city
Turn right (at the restaurant). Go Participate in city life and how visit
straight on. Turn left at (the hotel). our cities could be greener in
future.
/aʊ/ how, Asking / giving prices I learn not to waste food. A no-waste A no-waste
/ɪ/ is How much is a bottle of juice? cake, chips, lemonade, smoothie shopping list menu
S
It’s (£2.50). Understand the importance of
How much are (those apples)? only buying the food we need.
They’re (£4).
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/wəz/ was Asking about an event I appreciate our oceans. A poster A play about
(weak form), When is (the beach clean up)? It’s on brilliant, dangerous, terrible, about a helping the

Scope and sequence

/wɒz/ was (Sunday). What time does it start? It safe beach clean oceans
(strong form) starts at (ten o’clock.) Where is it? It’s Appreciate the diversity of sea up
(on Sunny Beach). animals and our responsibility
to keep the oceans clean.
/θ/ think, Inviting others I learn about unusual sports. A note about A sports
/ð/ their Are you free on (Thursday afternoon)? badly, quickly, slowly, well an unusual weekend
No, I’m not, sorry. / Yes, I am. Understand the importance of sport
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Do you want to (do athletics with me)? being part of a team and trying
Yes, please. See you then. out new things.

Future Future skills 1: Work with others Future skills 4: Responsibility

Level 4
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skills Future skills 2: Respect others Future skills 5: Empathy
Future skills 3: Oral communication Future skills 6: Being open-minded

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 Scope and sequence

Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

Welcome Places: bridge, building, city What do you like Countries: What time do you
D
centre, city hall, farm, fields, doing? I like (talking Argentina, China, wake up? I wake
A great place to flat, hills, street, village to people). Italy, Mexico, up at (five past /
live What does he / she Poland, Spain, to seven).
like doing? He / she Turkey, UK, USA
ig
likes (helping people).

1 Exploring Animals: beetle, camel,

cheetah, crocodile, deer,
A deer is (shorter)
than a camel.
Adjectives:
dangerous, friendly,
Cheetahs are
more (dangerous)
wildlife eagle, kangaroo, polar bear, important, intelligent, than deer.
tortoise, wolf safe, young

2 All about Technology: camera, How often do you Technology I (often) help. I’m
it
e-reader, games console, use a laptop? actions: post (an helping now.
technology headphones, laptop, mobile I (always) use advertisement),
Learning phone, printer, screen, smart a laptop. print (photos), turn
watch, speaker off, turn on, upload
experience 1 (photos), write
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(comments)

3 S haring our Everyday items: bandage,

diary, helmet, key, magazine,
I have to / don’t
have to (bring a
Camping objects:
blanket, gloves,
Does he / she
have to (wear
skills money, puzzle, rope, snack, rope). jacket, sledge, gloves)? Yes, he /
torch sleeping bag, stove she does. No, he /
she doesn’t.

4 Let’s Festivals: balloons, band, There was / wasn’t Adjectives: dirty, Were you (tired)?
S
candles, costumes, drums, (a parade). There frightened, hungry, Where were you?
celebrate fireworks, flags, lights, masks, were some / weren’t surprised, thirsty, When was (the
Learning parade any (fireworks). tired party)? Who was
(at the party)?
experience 2
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5 B eing kind Activities: carry shopping,
clean the windows, look after
I / You / We / They Verbs: arrive, cry,
painted / didn’t paint laugh, pick up,
Did you (laugh)?
What did she
Scope and sequence Level 5

a child, offer someone your the fence. smile, try (need)? Where did
seat, paint a fence, share He/ She cleaned / he (walk)? When
food, tidy up the rubbish, visit didn’t clean the did they (arrive)?
someone, walk a dog, water windows.
the plants

6 Our important Holiday activities: buy a

ticket, exchange money, go
He / She’s going to
(travel by bus). We /
Transport: airport,
cable car, coach,
What are you
going to (do)?
places
pl
on a tour, go sightseeing, They aren’t going to ferry, minibus, Where is he going
Learning pack a suitcase, read a (exchange money). underground to (stay)? When
guidebook, stay in a hotel, are we going to
experience 3 take a taxi, travel by bus, (go)? How are they
wait in a queue going to (travel)?
Goodbye Next year, it’s going to be bigger! It’s really exciting!
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Mother Language Day: alphabet, Arabic, characters, Japanese, Spanish, Turkish
International Day of Happiness: camping, circus, medals, rainbow, relatives, sunset
Celebrations World Children’s Day: chat, dream, enjoy, find out, join a club, learn
International Day of Friendship: be kind, give, invite, meet, post, text

12
 Level 5
Our writing
Pronunciation Functional language Global Citizen Project
workshop
Talking about ability Working together where A website A progress
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We can plant more trees and we live puzzle
flowers.
ig
apple /æ/, Expressing surprise Learning about animal An animal A wildlife space
day /eɪ/ Wow! Really? That’s habitats fact file
unbelievable! How amazing! climate, habitat, shelter, survive

foot /ʊ/, Giving advice and making Using technology responsibly A blog post A technology
it
shoe /uː/ suggestions and safely advice poster
You should (message chat online, make video calls,
somebody). You shouldn’t (talk open emails, search the
to people you don’t know). internet
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climb /kl/, Asking for and offering help Sharing skills with others Instructions A class skills
create /kr/ Shall I help you? Oh, thank air, flat, float, sink share chart
you! That’s very kind. Yes,
please!

hear /ɪə/, Asking for clarification and Celebrating different A review An international
S
tree /i:/ checking understanding festivals festival display
What does (baklava) mean? moon, sky, stars, sun
How do you spell (baklava)?
am
walked /t/, Asking for and giving Helping our communities A story A kindness wall
smiled /d/, reasons collect, donate, project,

Scope and sequence

waited /ɪd/ Why did she need help? volunteer
She needed help because (her
shopping was heavy).

speaking /sp/, Agreeing and disagreeing Learning about ecotourism An email A tourist
stadium /st/ I agree. I disagree. accommodation, culture, brochure
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ecotourism, souvenir
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Level 5

1 Working with others 4 Organisation

Future 2 Respecting others 5 Conflict resolution
Skills 3 Presentation skills 6 Making decisions

13
 Scope and sequence

Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

Welcome At the camp: cabin, camp What are you going Putting on a show: act in You go first! What do
D
leader, door, gate, picnic to do? I’m going to / a film, design a programme, you think? What do
to our summer table, roof, rope swing, not going to (sleep in perform on stage, play in a you reckon?
seat, summer camp, a cabin). band, put on a show, write
camp! window a song

1 Let’s stay
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Food: chocolate, kiwi, I found a lot of Illnesses: feel sick, go to Did (she) go to the
lemon, onion, pear, peas, (green peppers). the doctor, have a cough, doctor? Yes, she did.
healthy pepper, salt, sweets, I didn’t find any have a headache, have a No, she didn’t.
watermelon (red peppers). temperature, take medicine What did you do?
Where did they go?

2 L et’s be Short adjectives: dark,

empty, full, hard, large,
The door is the
darkest part of the
Long adjectives and
places: ancient castle,
(The skyscraper) is
the most modern
it
green light, messy, soft, tidy, tiny cabin. eco-friendly theme park, (building).
modern skyscraper,
Learning picturesque tower,
experience 1 traditional palace,
wonderful mansion
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3 Natural The natural world: cave,
cloud, earth, grass, path,
The sun was shining.
Was Su digging the
Extreme weather:
drought, earthquake, flood,
What were you doing
when… ? I was / We
world plant, rainbow, stream, holes? Yes, she was. / thunderstorm, tornado, were… . Were you
waterfall, woods No, she wasn’t. Were volcano sleeping? Yes, I was. /
the children planting No, I wasn’t.
trees? Yes, they were.
/ No, they weren’t.

4 All about In the bathroom: brush, We must clean the Water: bucket, spring, toilet, In the past, When
S
comb, shampoo, shower, sink every day. We water charity, water pump, I was young, Three
water sink, soap, tap, toothbrush, mustn’t leave towels well years ago, Last
toothpaste, towel on the floor. month, These days,
Learning Now, Today, At the
experience 2
am
moment, In the
future, Soon, Next
year, Tomorrow
Scope and sequence Level 6

5 Fair future Jobs: businessperson,

cook, dentist, engineer,
farmer, firefighter,
journalist, mechanic, nurse,
photographer
I’ll become a
firefighter. I won’t
Life events: get a flat, get
a job, go to university, grow
What will you do
when you grow up?
be a photographer. up, have a pet, leave school Will you have a pet?

6 Sharing the Films: actor, camera,

camera operator, costume,
He’s already written
half of the script. He
Sharing the message:
appear on television,
Have you ever given a
speech? Has he ever
message
pl
director, location, props, hasn’t written the give a speech, make a made a documentary?
scene, script, soundtrack ending yet. documentary, publish a
Learning book, share a message
experience 2 online, write a blog

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!
e
Celebrations Empathy Day: angry, confused, excited, happy, sad, worried
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

w
14
 Level 6
Real-world
Pronunciation Functional language Global citizenship Project
writing
Talking about preference Working together to A show programme
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I want to… because… make the world better.
ig
bed /e/, better /ə/ Paraphrasing Learning about An online message A healthy picnic
So, you mean that… In other world food
words,… curry, sushi, tacos,
yoghurt

ten /t/, den /d/ Talking about degree Appreciating eco- A photograph An eco-friendly
It’s too dark. It isn’t light enough. friendly buildings description home
it
carbon dioxide, oxygen,
solar panels, wind
turbine
al
thin /n/ Talking about the weather Understanding climate An informal email A speech about
thing /ŋ/ What’s the weather like today? change climate change
What’s it going to be like hurricane, rainfall, rise,
tomorrow? temperature

kid /ɪ/, kind /aɪ/ Making requests Learning how to save A campaign poster A ‘Save water’
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Can I sit down, please? Could I water campaign
have a drink, please? Do you mind dishwasher, flush, tank,
if I open the window? washing machine
am

Scope and sequence

sell /e/, sale /eɪ/ Making predictions Learning how to make A simple prediction A digital news story
Where will we live in the future? We a difference about the future
might live in eco-friendly homes. disabled, equal, rights,
We may stop using cars and we support (v)
could ride bikes everywhere.
safe /f/, save /v/ Retelling a story Appreciating young A simple biography A film about making
It’s about… . First,… Then,… activists a difference
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Next,… In the end,… inspiring, responsible,
successful, unsuccessful
Level 6
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Future skills 1: Encouraging others Future skills 4: Self-control
Future skills Future skills 2: Sustainability Future skills 5: Trust
Future skills 3: Presentation skills Future skills 6: Making decisions

15
 Introduction
I Can Shine is a six-level primary course that develops language alongside global citizenship and future skills. Fun
characters, relatable stories and real-life videos support clear, child-friendly learning objectives that motivate pupils on
their English learning journey. Clear, structured lessons build to a final unit project and offer real opportunities to achieve,
track and measure progress, encouraging pupils to think about and take ownership of their own learning.
I Can Shine provides a unique toolkit to support teachers in identifying and addressing the needs of every pupil. Clear,
D
measurable outcomes that pupils can see and celebrate motivate them to engage with the new experience of language
S h imean
learning. Targeted support and achievable activities 2
n e that every pupil has a chance to thrive and teachers can
address challenges such as mixed ability and special educational needs.

ep 2
ig
St
Course principles Create

4 Make your family circle. Show it to the class.

A sense of purpose A step-by-step approach
tre
My s et
I Can Shine has been designed
sc h o o Thiswith deliberate progress
is my mum. I Can Shine builds confidence in using English through a
M y l
in mind. Every y
activity
h o us
and lesson builds
I’ve got a cat. towards a clear learning cycle of exposure, recognition, controlled practice
This is my friend.
objective and MaMefinal unit review that gives every pupil the and freer practice. Each activity is designed to support
e

And this is my
it
opportunity to shine. Structuredneighbour.
lessons support pupils in pupils to build on what they have already learnt and work
acquiring the knowledge, language and tools they need towards a clear task at the end of each stage of the unit.
as they work towards the unit, which finishes with a self- The I can shine statement consolidates the learning of
evaluation ‘I Can Shine’ section.. each stage at the end of each lesson. This gives pupils the
opportunity to pause and reflect on how confident they
al
feel with the material in an age-appropriate way. These
Step 3 I can shine! activities build to the final Review at the end of the unit,
where pupils are supported through the steps to create and
5 Read and tick (✓). present a project of their own and then reflect on their own
learning in the I can shine section..
1
2
I can ask
I can understand
Clear progress and accessible learning outcomes
about family.
a story about
families.
I Can Shine is built on the Global Scale of English, which
S
3 helps pupils to understand exactly what they are learning
4
I can describe my and why. It is designed so that pupils are always aware of
I can thank
family and pets.
people.
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.
am
self-assessment 29 I Can Shine is also designed for use in inclusive and mixed
Teacher’s Book 1

Each unit of I Can Shine follows five stages,

End-of-unit each
project and

comprising one or two lessons. The stages are clear to
pupils and support them in understanding exactly how
far they have come and where they are heading on their
learning journey. This learning journey is signposted to
pupils by coloured stepping stones in the Pupil’s Book.
W  activities that spark interest, draw on prior
o n d e r knowledge and set out the quest for the unit
m  imaginative stories and activities that encourage
agin
I
ability classrooms. It helps all pupils to achieve their
learning goals, while recognising that this will look different
for different pupils. Activities and lessons are structured to
be increasingly challenging to allow all pupils to achieve.
I Can Shine recognises that teachers need their time to
shine, too! Ideas to support and stretch individual pupils
are offered in each lesson, alongside clear teaching
notes divided by lesson stage. Each I can shine activity is
supported by a framework of Achieve, Adjust, Exceed to
pl
empower teachers to assess progress at each stage of the

cognitive engagement
e

unit.
Introduction

Build
 meaningful language input and practice, providing
direction and support, with a strong focus on
building communication skills and confidence
 real-world content that opens pupils’ eyes
G ro w through a global citizenship objective and
provides opportunities to relate language back
to their own lives
 a final unit project broken down into
Shine differentiated steps to allow every pupil to
showcase their achievements
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
e
about life, and global and local issues which are relevant
to them. I Can 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.

16 Course overview
What’s great about the Shine Welcome to Rise and Shine Towers!
methodology? Each level of I Can Shine takes place in a different setting
that is relatable to pupils but offers opportunities to
Sparks curiosity and fosters creativity explore. Level 1 takes place in Rise and Shine Towers,
Provides pupils with opportunities to be creative and use an apartment block in an urban setting where we meet
D
their imaginations, through stories, activities and projects. the following main characters: Dexter, Elena, Bruno, Mia,
Granny Belinda and Kiki the cat. Pupils will relate to the
Educates children to be responsible citizens and importance of the local neighbourhood and how so much
develops sustainable values of the characters’ lives centres on family, friends and
neighbours, preparing them for future life skills.
ig
Encourages pupils to take responsibility for their behaviour
in the world and to act with sensitivity towards social,
cultural, civic and environmental issues.
Raises awareness of the sustainable development
goals
The sustainable development goals are integrated in the
it
topics of the units while Learning Experiences provide
opportunities for students to consider how they can
contribute towards achieving the goals.
Competence based approach with emphasis on
al
Future Skills
Fun, exciting material and course characters develop
competences and prepare pupils to succeed both in the
classroom and in the outside world, challenging them to
be creative, to think critically and to collaborate with their
classmates.
Builds digital competence
S
A full range of flexible digital solutions, including innovative
360º online games, support teachers in their specific
teaching situations, while building pupil´s confidence in
dealing with the challenges and excitement of the digital
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world.

Teacher’s Book 1
pl
Introduction
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Course overview 17
 Using I Can Shine
Vocabulary and structures
Vocabulary in I Can Shine has been carefully selected to
be relevant to pupils and their lives and is presented in
logical topic sets. Key vocabulary is always presented using
the course characters to provide pupils with a familiar
context for the new language. Lesson 1 presents eight
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key vocabulary items while an additional four key items
are presented in Lesson 4. Vocabulary lessons always
offer opportunities for pupils to reflect and share what
they already know on the topic, before clear presentation
and practice stages. The Activity Book provides additional
ig
vocabulary practice. The Picture dictionary at the end of the
Activity Book can be used to consolidate the vocabulary of
each unit. In addition to the key vocabulary, four related
vocabulary items are presented in Lesson 6 as part of
Global citizenship.
it
In Level 1, grammar structures are taught in simple chunks
that young pupils are able to grasp more easily than
complex grammar rules. New structures are presented
through a song or chant in Lessons 2 and 4.
Every lesson includes opportunities for pupils to recycle
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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
I Can Shine systematically develops the four skills through
a stepped approach clearly defined in the lesson flow. Each
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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
I Can Shine have been specifically selected to help learners
at this level develop skills in a structured way. Special
emphasis is put on communication, with a dedicated lesson
Teacher’s Book 1
in the Build stage to develop spoken communication skills
and confidence. For more detailed information on how skills
are developed in I Can Shine, see page 22.
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
Introduction
on Global citizenship, see page 23.
Additionally, the three Learning Experiences after every two
units allow children to bring to life the content they have
learnt and work on a real-world project focussed on one
specific Sustainable Development Goal.
18 Course overview
Real world links
I Can Shine is story based and each level revolves around
the community-based adventures of a set of characters
who live in an apartment block called I Can Shine Towers.
The stories and settings have been carefully chosen to be
interesting and perhaps slightly unusual to pupils, while
still being firmly rooted in reality. The result is characters
and stories that pupils can fully relate to but that are
exciting enough to capture and keep their attention. Real
world links are further reinforced through dedicated
functional language lessons, beautiful photographs, global
citizenship themes and videos.
Projects
Every unit in I Can Shine builds up to a final task that
gives every pupil their opportunity 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.
Tasks are broken down into achievable steps, so that every
pupil can achieve at an appropriate level of challenge. For
more information on projects, see page 30.
Inclusive classroom
I Can Shine is specially developed to support every pupil
to achieve. Assessment for Learning methodology and
personalised activities support all pupils, with opportunities
for extra support and stretch embedded into the lessons.
Teachers are supported by clear guidance and targeted
support in formative assessment activities, as well as tips
and tricks throughout the course. For more information on
managing inclusive classrooms, see page 31.
Assessment
I Can Shine offers comprehensive in-course assessment
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to measure pupils’ ability to demonstrate mastery of the
language and skills taught in the Pupil’s Books in relation
to specific learning outcomes. A Diagnostic test supports
teachers to check previous learning and identify any areas
for particular focus throughout the year. Dedicated activities
in the Pupil’s Book provide opportunities for informal
assessment at every stage of the unit, while Unit tests
provide a more formal assessment of the unit objectives.
Review lessons and cumulative Progress Review tests every
two units enable teachers to check progress regularly
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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 28 and 29.
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Motivation Social and emotional learning
Keeping young learners motivated and on task in the I Can Shine includes a variety of individual, pairwork
classroom can be a challenge, especially in large and/ and group activities to allow children to build their own
or mixed ability groups. I Can Shine supports teachers by pathway and to discover both about themselves and their
providing: environment and develop their individual potential and
• a wide variety of purposeful activities so pupils never shine.
D
feel that they are doing the same types of activities over Children are invited to participate and are allowed to have
and over, different opinions and preferences developing autonomy
• fun contexts that pupils can relate to, and self-respect and respect for others. The three learning
experiences after every two units focus on a specific
• age-appropriate real world content,
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emotion and a develop teamwork abilities.
• stories, songs, stickers, games and projects that provide Values
plenty of fun,
I Can Shine stories are significative for children and allow
• lots of opportunities for pupils to communicate about them to relate to them as well as develop specific values.
themselves and their own lives,
• clear goals and opportunities for reflection with story
it
character ‘helpers’,
• activities that build confidence and a sense of
achievement for every pupil.
Holistic approach to learning
al
I Can Shine is designed to ensure quality education and
equal opportunities for all children, and to build children’s
English language abilities while simultaneously equipping
them with the competences they need to meet the
demands of the global world of today and tomorrow.
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am

Teacher’s Book 1
pl
Introduction
e

Course overview 19
 Component overview
For pupils
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Pupil’s Book Activity Book
The Pupil’s Book provides material to present and In full colour, the Activity Book provides
practise the key language effectively. Grammar is reinforcement and consolidation of the language
presented in context. Helper suggestions, support and skills presented in the Pupil’s Book. Also
pupils to contribute as much as they can so that includes attractive fun-filled magazine style pages
ig
each follows their own rhythm. Includes Learning called ‘Our World’ to practice content learnt in real
Experiences to make learning come to life. life activities at the end of the book. Home-school
links offer activities to do at home at the end of
every lesson.

W
ond er
it
Our world What toys
h
Explore wit
Old toys, new toys Old toys, new toys da
Granny Belin
y can you find
doll tablet robot Vocabulary to
Vocabulary
at hom e?

ew
1 Trace and number. oy
dt

An
1 Grammar
ol
1.01
Listen and explore.
n
1 SO n g

A
1.03
Sing and act.
car
2 1
teddy bear Listen and number.
1.05

ye As

A
llo m
al
w to y
ball

al
2
3

lt
4

oy
5
6
7 Granny
Belinda’s
8 Fun Facts
3 Ask and answer about
toys. ball car It’s blue,
yellow and red.
What can train What’s this?
you see? It’s a car. train doll What is it?

oy
robot elephant your fami gt
A bi
It’s an elephant.
sk l
2 1.02
Listen, point and say. elephant

A
What’s your

y
3 Watch and listen.
teddy bear 1 tablet favourite toy? This is a puppet.
I can name my toys.
school
e-
Hom

link

4 What toys have you got? 56

10 Lesson 1 Toys Lesson 2 What’s this? It’s (a car). 11 Lesson 1 Toys Draw and show to your family.
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DIGITAL
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Interactive Pupil’s Book / Interactive
Teacher’s Book 1

Activity Book
Fully interactive digital versions of the Pupil’s
Book and Activity Book with integrated interactive
activities, audio, video material and gradebook.

Interactive Interactive
pl
Pupil’s Book Activity Book
Extra Online Practice
Introduction

Pupils can revisit stories, songs, videos and games

from the course at home, spending additional time
with English as well as sharing their achievements
with their family.
e
Online 360º games
Open up a world of engaging content that
transports pupils beyond the classroom inspiring
them to explore a panoramic environment and
answer quizzes at their own pace to review and
consolidate learning from the unit. Online Extra Online
360ºgames Practice

20 Component overview
 For teachers
Teacher’s Book DIGITAL
The Teacher’s Book supports teachers in planning and Presentation tool
making sure pupils get the most out of I Can Shine. The presentation tool is a complete interactive version
It provides step-by-step lesson plans for every lesson, of the Pupil’s Book and Activity Book with videos,
along with ideas for extra activities and games. It interactive activities and teacher’s resources.
D
also provides a detailed introduction that outlines the Teacher’s Digital Resources
methodology, as well as recommendations for effective Includes assignable online homework with automatic
use of all the course resources. grading, a robust assessment pack, all the audio and
video for the course in one place, digital versions
of posters, flashcards and story cards and extra
ig
resources, worksheets and games.
Lesson 1 – Vocabulary Pupil’s Book page 10

1 1.01 Listen and explore.

W
Objectives Wonder: spark curiosity ond er Ask pupils to look at the main picture. Play the audio
• Lesson aim: to recognise and name toys • WONDER HELPER
●
Assess
Encourage pupils to create

Wonder
and tell pupils to point to each toy as they hear it.
• Target language: ball, car, doll, elephant, robot, tablet, teddy questions and make connections to the
Ask a follow-up question e.g. What colour is the train? Read Bruno’s question. Ask pupils to invent a toy box
bear, train world around them. and include as many toys as they can. Then tell them
SUPPORT Before listening, get pupils thinking about
• Recycled language: blue, brown, green, orange, red, yellow; • Point to the ‘Wonder’ stepping stone and toys by asking them to say the words in L1. STRETCH to find out what’s in their partner’s box and share their
It’s (blue). write We’re learning words for toys on the answers as a class.
After playing the track, ask follow-up questions, e.g.
• Receptive language: toy box board.
What noise does the train make?
GSE Materials:
Ending the lesson
• Productive: Speaking: Can name a few everyday objects. • Audio; Video; Flashcards – Toys; Quest TEACHER TIME TO SHINE: using flashcards
• Receptive: Reading: Can recognise single, familiar, everyday poster
After practising vocabulary once, stick flashcards
● Ask pupils to vote for the 2 toys they liked most from the
words if supported by pictures. lesson. Say Hands up if you chose a (doll). Write the result
around the classroom. Say One, two, three, point to
• Receptive: Listening: Can recognise isolated words related to the… (doll) or divide pupils into small groups and give
on the board. Repeat for each toy and ask what the
familiar topics, if spoken slowly and clearly and supported by most/least popular toys are.
them instructions, e.g. Group 1 walk to the train, Group
pictures or gestures.
2 hop to the robot, etc.
Activity Book page 4

!
Le
t’
s R e v i ew

2 Listen, point and say. Pupils find the toys in the Pupil’s Book and colour the
it
1.02
Starting
W the
r lesson:
m a i n e warm
B u iup and Gsong
row Shine Activity Book toys the same colour.
ond e
g ld
I

● Play the audio and present the vocabulary flashcards for

Write toys on the board. Ask pupils if they pupils to repeat each word. Then hold up each card for 1 Trace and match. Pupils match the words to the
Old toys, new toys
● In
troduc
pictures and trace the letters.
e

know any English words for toys. Write their them to say without prompting and ask them to point to
answers on the board. Then show pupils the each toy on the page.
ANSWER KEY: ball 4, car 7, doll 8, elephant 2, robot 3,
Welcome unit flashcards and ask them to say
Lesson 1 each word as fast as they can. Lesson 2
3 Stick and say. tablet 5, teddy bear 1, train 6
Play the Rise and Shine Welcome Song. ● Help pupils find the stickers in the back of their books.
Ong Wonder Helper: Pupils match the middle picture to picture
●
What can you see? 1 doll 1 1.03 Sing and act.
Encourage pupils to use actions from the S Point to each one, say What’s this? and elicit the words
a or b and then colour.
1 1.01
Listen and explore. Welcome unit. Then practise with 2 the
1.05
Listen and number.
karaoke for them then ask pupils to put them in the correct place
version. on the page. ANSWER KEY: a Toys
2 tablet
● Draw pupils’ attention 3 robot
to the glow item, the
ANSWER KEY: 1 a doll, 2 a tablet, 3 a robot, 4 a car, Extra time: Pupils say the toys in alphabetical order.
music box in the picture. In L1, ask What do you
think is inside? Do you think it is heavy? What 5 a teddy bear, 6 a ball, 7 a train, 8 an elephant
ANSWER KEY: ball, car, doll, elephant, robot, tablet,
noise does it make? teddy bear, train
FUTURE SKILLS: enquiry and imagination
4 car Big Picture: What can you see? D
iagn ose In L1, ask pupils what toys children have in other
5 teddy bear ● Look at the main picture. Ask pupils, What colour countries. Are they the same or different to theirs? Activity 1 Audioscript
is the… ? What toys can you see on the page? What’sAsk
this? Elena Hey Dexter! What’s this?
6 ball them what other toys might be in the toyIt’s box.
a car. 4 Watch and listen. Dexter Oh! It’s my toy box.
SUPPORT Ask pupils if they can see anything Bruno Let’s open it, Elena!
● Revise colours and toys vocabulary using flashcards or
in the picture from the Welcome lesson (there Elena Look! A teddy bear and a red ball.
I can shine! objects in the classroom. Tell pupils they are going to
is a desk). STRETCH Ask pupils if they can see Bruno A yellow car, a tablet … and a robot. Hello,
watch a video about toys. Before watching, pre-teach
7 train anything else in the picture 3(there Ask
is a and
table,
answer about toys. some vocabulary, e.g. factory, plastic.
Elena!
some boxes and a music box). Elena Ha ha! An elephant, a doll. Waah, waah!
Ask pupils to watch the video and say as many colour
al
●
Bruno WOW! A green train. Look! Choo, choo!
What’s this? words as they can remember. Play the Toys video. Elena Hey, What’s this?
Tell me!
What’s in 2 1.02
Listen, point and say. It’s a car. Bruno It’s a cat!
your toy box? Dexter It’s Kiki!
3 Stick and say. 4 Watch and listen. All Ha ha ha!
8 elephant I can name my toys.
Kiki Miaow!
10 11
Vocabulary Toys Song and structures What’s this? It’s a (car).
Activity 2
a doll a tablet a robot a car
a teddy bear a ball a train an elephant

t t t t t t t t t t t t t t t
38 Warm up Song +
karaoke
Lesson
objective
Big picture
exploration
Video
(digital)
Flashcards
(digital)
Activity 1 Activity 2 Vocab practice
(digital)
Activity 3 Activity 4 Wonder
Helper
Stretch
(digital)
Digital Lesson
round up
39

Class audio Assessment Pack

The class audio contains all the recordings for The I Can Shine Assessment Pack contains everything
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the Pupil’s Book and Activity Book. All tracks are needed for regular, formal assessment including a
appropriately numbered on the pages of the Pupil’s Diagnostic test, Unit tests, Progress Review tests and
Book and the Activity Book. All audio for the series can an End of Year test.
be found in the Teacher’s Digital Resources. Test Generator
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A bank of tests that allows you to create, customise

Teacher’s Book 1
and print your own tests at the right level for your
pupils to check their progress and identify where they
need to improve.

Flashcards Story cards Posters

There are 102 flashcards at Level The story cards each contain one The posters designed for I Can
1, illustrating the two main target frame from the course story, with Shine are a great visual aid
vocabulary sets for each unit. accompanying teaching notes as for presenting or consolidating
pl
The lesson plans offer ideas and well as the audioscript for the vocabulary. The level-specific
support for using flashcards to story frame. The story cards are posters are created from the unit Introduction
present, practise and consolidate A5 size and easy to use. opener illustrations and provide a
language through games and lot of opportunities for revision and
activities. speaking practice.
e
!
Kiki Miaowww
rrgh!
robot Dexter Aa
Ha ha!
All

PM
7/1/20 12:59
PB1_Flash_Ca
rd.indd 1

PB1_Flash_Card.indd 2 7/1/20 12:52 PM 2

7/1/20 12:52 _Card.indd PB1_Picture_Card.indd 1 7/1/20 12:59 PM
PM PB1_Picture

Component overview 21
 Skills development in I Can Shine
Support Lowest within range Highest within range Stretch

Speaking Can name a few Can repeat phrases Can take part in basic Can describe objects in
everyday objects. (10) and short sentences, games that use fixed a basic way (e.g. colour,
if spoken slowly and expressions or rhymes. size). (25)
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clearly. (16) (22)

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
ig
provides structured scaffolding to support teachers and
pupils. At Level 1, the GSE range covered is 10–22 as core
but includes learning objectives as high as 26 as stretch.
The four skills are systematically developed within each
level and across the course as a whole.
it
Reading: Tasks are designed to gradually increase
proficiency in terms of speed, accuracy, comprehension,
interactive reading skills and use of reading strategies, as
well as to enrich vocabulary. Texts used gradually increase
in length and complexity over the course so that the
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challenge is always appropriate to the level of the pupils.
At a high level, by the end of Level 1 learners should have
developed their early reading, decoding and phonics skills
to recognise the letters of the alphabet, recognise simple
punctuation such as question marks and contractions, and
recognise and locate basic and familiar words in simple
sentences and short texts.
Writing: Writing skills are developed and coordinated
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with reading skills so that pupils are able to master both
reading and writing in English. There is a systematic
progression from tracing words in isolation in Units 1
and 2, to copying words in Units 3 and 4, through to
am
writing single words using picture or sentence prompts in
Units 5 and 6.
Teacher’s Book 1
Within the four language skills, the sets of learning
objectives are grouped into strands relating to accuracy and
appropriacy, complexity and organisation, interaction and
strategies. Within these strands, the objectives are further
grouped into specific areas of competency and then further
aligned to key development indicators. See example:
Speaking
 an name a few everyday
GSE Learning Objective: C
objects (10)
Competency: Building Complexity – talking about and
describing a range of topics, situations, feelings, and
attitudes with an increasing level of detail and complexity.
Development Indicator: Learners can use a few words
to name, talk about or describe familiar situations.
The development indicators capture each discrete skill that
learners are aiming to acquire. Breaking the skills down
in this way supports the development of related skills that
build on one another and are at the right level, giving
pupils the best chance to learn and achieve.
The skill coverage charts on the Pearson English Portal
show the key skills covered across the course and the
learning objectives that have been included in each level
that relate to these. By monitoring pupil performance on
the tasks relating to these objectives, teachers can see
how pupils are progressing within and across levels and

where they may need more opportunity to practise, so they

Speaking: Speaking skills are taught through a
meaningful task-based approach. The course draws on
direct and indirect approaches to teaching speaking, in
which pupils have plenty of opportunities to engage in
communicative activities. The course provides a supportive
framework for pupils to make the language their own. By
the end of Level 1 pupils should be able to recite short,
simple rhymes or chants, read aloud single familiar words
and sing a song from memory. They should also be able to
use a limited selection of high-frequency vocabulary and
answer simple questions.
Introduction
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
pl
pupils’ learning and progress to parents.
F01_RS_PB1_5478_F01.indd 3

Listening: As input at Level 1 is predominantly aural,

My Progress Chart

elcom Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

e

Listening

listening sub-skills are systematically developed throughout

the unit and linked to speaking outcomes. By the end of I can recognise
my words.
I can understand
questions.
I can hear my words in
dialogues.
I can listen to descriptions
and information.
e
Level 1 pupils should be able to recognise the letters of the Reading

alphabet by names and sounds, as well as familiar words I can recognise I can read my I can read my phrases I can read short stories and

and phrases in simple songs, chants and sentences.

my words. words in stories. and sentences. descriptions.

Speaking

I can say my words I can answer questions I can talk about my likes I can describe people and
and phrases. about me and my world. and abilities. things.

Writing

I can make marks I can trace my I can copy / write my I can write my phrases and
and write numbers. words. words. sentences.
3
21/05/2020 16:03

22 Course methodology
 Future skills
Every unit in the Teacher’s Book starts with a unit Future skills are general and transferable skills that
overview of the key areas covered in the unit. As well as contribute to how someone functions in the world, both
highlighting target language for the unit, it also acts as an individually and with others, and are sometimes known as
at-a-glance guide to the unit objectives and key progress ‘soft skills’. These are personal and social skills that pupils
indicators. will need to become responsible citizens and include well
known skills such as collaboration, communication, critical
D
and Shine Towers
Unit overview thinking, creativity, social responsibility, self-management
Welcome to Rise Target vocabulary
Numbers and colours: numbers 1–10; black, blue, brown,
green, orange, pink, purple, red, white, yellow
Classroom objects: bag, book, chair, desk, door, pencil
Target structures
Number (one). It’s (blue). It’s a (door). and leadership.
Classroom instructions: Be quiet, Listen, Look, Sit down Phonics

Future skills are embedded in the course activities and

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

Key learning outcomes in Welcome, the pupils will: Functional language

How old are you? I’m (eight). Values

modelled by the course characters throughout. Clearly

Let’s make new friends.
Recycling and building
ig
Hi/Hello! What your name? I’m… ./My name’s… . Competency focus
Exchange information on familiar topics

signposted sections in the teaching notes provide extra

W Having interest in interacting with others; understanding
o nd e r intercultural and socioeconomic dimensions of society.
Language stretch
Let’s be friends!

ma ine
g
Recognise familiar words in phrases, sentences and texts support to teachers through tips and ideas to further
I

Key progress indicator chart

Use a few single words to name or describe familiar GSE range for Level 1: 10–22 (stretch 26) Development indicator:
enhance future skills learning and practice. Individual
Build people or objects or express basic opinions
Speaking Talk about myself and my world

Working towards: taking part in a short dialogue of 1–2 exchanges or give a short monologue of 2–3 sentences.
skills are developed systematically in the following ways.
Learners can say single words related to familiar topics, if Use simple words to take part in brief informational,

Enquiry and imagination

Participate in social exchanges in English supported by pictures or gestures. (18) instructional or transactional exchanges and/or
conversations.
Grow
Learners can recognise familiar words in short phrases Recognise familiar words in phrases, sentences and texts.
and sentences spoken slowly and clearly, if supported by
pictures or gestures. (19)

In all levels of I Can Shine, pupils are provided with

it
Create a plant pot and present it to the class Learners can use a few simple words to describe objects Use basic words and phrases to talk about familiar topics
Shine (e.g. colour, number), if supported by pictures. (19) and situations or express simple opinions.

opportunities to be creative and use their imaginations,

Learners can take part in basic games that use fixed Use a few words to briefly participate in a narrow range
expressions or rhymes. (22) of everyday social exchanges.

31
through stories, activities and projects. In lower levels,
30
creative thinking skills are facilitated through activities
that promote new and original ideas and help pupils
al
express themselves. Pupils may be asked to evaluate ideas
The Global Scale of English (GSE) is a standardised, and communicate new ideas to others. At higher levels,
granular scale which measures English language pupils are encouraged to use mind maps.
proficiency. Unlike some other frameworks which describe
attainment in broad bands, the GSE identifies what a Critical and reflective thinking
learner can do at each point on a 10–90 scale across Activities in I Can Shine have been developed to provide a
speaking, listening, reading and writing skills. The scale level of cognitive challenge in line with pupils’ age. As they
is designed to motivate learners by giving more granular move through the course, pupils are asked to engage with
insight into learning progress. Teachers can use the GSE the language using lower order and higher order thinking
S
level to match a pupil to the right course materials for skills, as appropriate. There are constant opportunities
their exact level and learning goals. for information processing, using skills such as following
The badging on the back of the coursebook indicates the instructions, locating and collecting information, classifying
GSE proficiency range from which the learning objectives and sequencing ideas, which contribute to pupils’ ability
am
for that course level have been selected. A course will to retain and feel confident using the key language. I Can

Teacher’s Book 1
not cover all learning objectives from that range – just a Shine also provides pupils with consistent opportunities for
representative selection that is appropriate to the target self-assessment and reflection.
learners. Knowing this range helps you to select additional
materials with the right level of support and challenge Collaboration and communication
for your pupils to help them progress. It does not mean I Can Shine offers a unit structure that encourages pupils
that pupils need to have mastered all objectives below the to work together towards a shared goal. Individual
range before starting the course, or that they will all be at and pair work activities develop throughout the course
the top of the range by the end. from short answers and dialogues to group work and
The Global Scale of English framework contains learning team projects. As communication and collaboration al Citiz al Citiz al Citiz al C

are integrated with other skills, a holistic approach is

ob ob ob ob
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objectives for all four skills for language learners in
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n

n
OptA

four different domains: Young Learners, Adult Learners, encouraged and promoted from the outset to encourageLet’s be
friends
I share
toys!
I celebrate all
families!
I play
frien

Academic Learners and Professional Learners. The shared participation and responsibility to find answers Introduction
objectives in each set have been rated by experts and with valued individual contributions.
teachers in each of those domains from around the world Social responsibility and globalOptB
citizenship
for their relevance and level of difficulty for learners in
Let’s be I celebrate all I play
friends families! frien
I share

Social responsibility is all about encouraging pupils to

toys!

that context.
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e
take responsibility for their behaviour in the world and to
To see full sets of the objectives and behave with sensitivity toward social,OptC
cultural, civic and
for more information about using the environmental issues. I Can Shine encourages this through
Let’s be
friends
I share
toys!
I celebrate all
families!
I play
frien

GSE to support teaching and a strong global citizenship syllabus which invites pupils
assessment of your learners please to take an active role in their community and collaborate
al Citiz al Citiz al Citiz al C

go to www.english.com/gse. ob ob ob ob
e e e

to make the world more equal, fair and sustainable. It

Gl

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n

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fosters the belief that every pupil can make a difference.
Let’s be
friends
I share
toys!
I celebrate all
families!
I play
frien

Course methodology 23
 I Can 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
D
think about both local and global relevance.
Future skills helpers
ig
The I Can Shine unit stages link to future skills
and each stage has a dedicated ‘helper’
who helps and supports pupils in activities that
develop these skills.
The Wonder helper Bruno
it
sparks pupil’s interest and
enquiry with a personalised
question.
• Enquiry
• Critical and reflective
al
thinking
The Imagine helper Dexter
engages pupils with the story
and encourages them to
S
think imaginatively, creatively
or critically.
• Imagination
• Critical and reflective
thinking
Teacher’s Book 1
The Build helper Elena
builds confidence and
self-management, and
encourages communication
and collaboration by leading
a motivating chant.
• Communication
• Self-management
Introduction
The Grow helper Granny asks
questions that encourage
children to draw comparisons
between the lesson content
and their own lives and to
think as global citizens.
• Critical and reflective
thinking
• Social responsibility
24 Component methodology
Self-management
Self-management enables learners to organise their work
and progress through skills such as organisation, planning,
persistence and attention to detail. Activities in I Can 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 reflect on their own
learning and progress by reading I can shine statements at
the end of each stage of the unit.
I Can Shine promotes persistence and a growth mindset
in the classroom, which helps pupils to view ability as
something that is changeable rather than fixed. Activities
encourage pupils to relish challenges, embrace their mistakes
as part of the learning process, value the importance of
effort, respond carefully to feedback and take inspiration
from others. This will help them to achieve, not only in the
English classroom, but also in their future lives as adults.
The Teacher’s Book offers teachers extra support by
explaining how images, stories and activities at each stage
spark curiosity, foster imagination and creative thinking,
build confidence, nurture growth and allow pupils to shine.
Rise and Shine and the UN
Sustainable Development Goals
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 I Can 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
am
developing responsible global citizens. The Grow lessons, in
particular, provide the opportunity to expose pupils to the
wider world and use the global context as a springboard for
thinking about both the local relevance and bigger picture
ideas. The end-of-unit project is a vehicle through which
pupils can explore wider Global Citizenship themes and
some of the UN Sustainable Development Goals, such as:
SDG 2: Zero Hunger (grow food; Unit 4)
pl
SDG3: G
 ood Health and Well-being (tolerance and
respect for others; Unit 3 and Unit 6)
SDG10: Reduced inequalities (fairness, sharing; Unit 1)
SDG 12: R
 esponsible Consumption and Production
(rediscovering old toys; Unit 1)
e
SDG 15: L
 ife on Land (respect for animals, exploring
habitats; Unit 5)
SDG 16: P
 eace, justice and strong institutions.
(understanding differences between families;
Unit 2)
For more information on the UN Goals, please visit https://
www.un.org/sustainabledevelopment/
Unit walkthrough
Lesson 1 and 2 Vocabulary presented Learning pathway
visually and in context clearly indicated
Wonder stage: sparking curiosity

Wonder Helper sparks curiosity and supports Grammar presented in

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pupils to be aware of the knowledge they a song
already have and contribute as they can

3
W
on d er
3
ig
Amazing bodies
Grammar
g
Vocabulary 1 3.03
Sing and act. S On
1 3.01
Listen and explore.
ears eyes
Lesson
it
objective
clearly
indicated 2 3.05
Listen and circle.
1 2

mouth nose Clear and

al
concise
3
Learning
objective
What can
arms
you see? 3 Play a guessing game!
hands I’ve got one eye. Robot 3!

2 3.02
Listen, point and say.
feet legs I can talk about
3 Watch and listen.
my body.

32 33
S
Lesson 1 Body parts Lesson 2 I’ve got (one) (eye).

Our World video shows the real world Self-assessment

related to the same unit topic with a clear sticker
and visual icon to help children locate it
am

Teacher’s Book 1
Digital: Flashcard presentation, unit
opener video, extra vocabulary practice, Review
y
karaoke song, AB Picture dictionary.
1 Trace and match. Then play with a friend!
Make and sa
1 2
Find what you need.
I can dance.
I can run. 1 Think
pl
I can hop. and plan
Further practice of the target language 3 4 your puppet.
I can jump.
is provided in the Activity Book for all I can sing.

lessons. Final review and ‘Make and act’

I can jump.
Teddy bear. 2 Make your puppet.
Introduction
project provides pupils with an opportunity 3 Play and say. Remember!
2
to consolidate and personalise their Give your monster:
Think and write for you. Then tell a friend and write.
I’ve got
four arms and
Draw a monster. eyes
learning.
five eyes.
Me nose
e
feet
I can ✓ legs
mouth
ears
I can’t ✗
Talk about
your monster
Digital: Grammar presentation and e-
school
with your family.

additional grammar practice.

Hom

link

26 Review Unit review

Make an ‘I can do it!’ poster.
Show and tell your family.
27

Unit walkthrough 25
 Lesson 3 Learning pathway Imagine Helper
clearly indicated highlights the value
Imagine: encouraging interest in learning
that appears in the
Im
agine
3 story to help children
Pre-reading activity reflect and relate to
Story
1 Who’s in the story? Tick (✓).

reviews vocabulary and their own lives.

includes an example to ✓

2
support pupils
3.07
Listen or watch.

Unit 3 Rise and Shine Towers

D
I’ve got big feet.
I can’t dance.

Clear and concise

Learning objective
Animated story Values

with clear video icon 3 Who can dance? Tick (✓) and say.
Respect
differences.
ig
I can dance.
Self-assessment
sticker
I can understand
4 Act out. a story about abilities.

The story develops reading 34 Lesson 3 Story Value: Respecting differences 35

skills and strategies

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

Story cards can be used in a variety of ways to support

al
Kiki Miaowww!
Dexter Aarrgh!
All Ha ha!
pupil’s learning, see page 21 for more information

PB1_Picture_Card.in
dd 1

PB1_Picture_Card.indd 2 7/1/20 12:59 PM

7/1/20 12:59
PM Digital: Story animation, additional pre-reading support.

Guided communicative
S
Lesson 4 and 5 Learning pathway practice to promote self-
clearly indicated confidence
Build: communicating confidently and
developing self-esteem
am
Teacher’s Book 1

Build
3
Second vocabulary Vocabulary and Grammar Communication
1 3.08
Listen and find. 2 3.09
Listen and number. Say. 1 3.11
Listen and number.
presentation presented run 1
in the continuation The phonics strand
of the story with an jump
1
presents two new
2
example to support
3.12
Listen and say.

sounds per unit

pupils hop dance
EA K
s m n
P homnic
My nose makes noise!
3 3.10
Listen and say.

3
C h a nt
I can run, I can dance, Cut out and play! Go to page 89.

Oh no, I can’t stop!

pl
I’ve got two feet.

Second grammar 4 Follow and trace. Say.

I can dance.

presentation presented 1 2 I can run. A communicative

in a chant I can hop. activity with
Introduction

3 4 I can jump. cut-outs

I can describe
I can dance. my abilities.

Activity designed to 36 Lesson 4 Actions; I can (run). I can’t (stop). Lesson 5 Describing abilities; sounds m and n 37

use the vocabulary

e
and grammar together Self-assessment
The Build Helper shows how to sticker
communicate naturally helping to Clear and concise
build confidence in oneself Learning objective

Digital: additional grammar practice; Flashcard

Digital: Extended phonics presentation and practice.
presentation, extra vocabulary practice and chant.

26 Unit walkthrough
 Lesson 6 and 7
Grow: connecting with the real world Everyday English
Learning pathway Functional language to
ob
al Citiz
e ob clearly indicated
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e communicate in situations

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Gl

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Gl

Gl

Gl
n

n
OptA
relevant to the pupils
Link with topics of global Let’s be
friends
I share
toys!
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes

interest, sustainability
and citizenship in each
G ro w
3
OptB

unit
Games
Let’s be around I celebrate all I play with I try different I appreciate
D
friends families! friends! food! special clothes
I share the world

A fun and
Global Citizen toys!
My Everyday English
Lorem ipsum
1 3.15
Listen, point and say. 2 3.16
Listen and number. 1 Read and match. 2 3.17
Listen and tick (✓).

meaningful
1 close your body
production
OptC

1
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

touch your hands

activity
2

Additional vocabulary close clap touch move

3 clap byour nose
relevant to the actual
al Citi al Citiz al Citiz al Citiz al Citiz al Citiz
3 Look andobcircle.
ze
Say. ob e ob e ob e ob e o e
ig
Gl

Gl

Gl

Gl

Gl

Gl
n

n
OptD 4 move your eyes
topic 1 Clapping game
Let’s be
friends
2 HideI share
and seek
toys!
3
families!
Simon says
I celebrate all I play with
friends!
I try different
food!
I appreciate
special clothes

3 Let’s play a game!

Move
your body!

a b a b a b
Self-assessment
Comprehension activities 4 Watch and listen.
Well done!
sticker
What can they do?

that encourage critical

it
thinking I can give
instructions.

38 Lesson 6 Games around the world Lesson 7 Giving game instructions 39

Clear and concise

The Our World video is Learning objective
The Grow Helper helps
al
replayed to make the pupils to become aware
connection with the real of aspects of the real
world world and reflect on our
social responsibility
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Lesson 8 and 9 Learning pathway
clearly indicated
Shine: realising that we can shine
Create individual task
am
to personalise what

Teacher’s Book 1
SShhinnee 3 pupils have learnt and
Review then a group activity to
Step 1 Remember Step 2 Create
share, demonstrate and
1 Trace. Read and match.
ears eyes
4 Make a body poster. Show your class what
you can do!
Look!
compare what has been
mouth nose OneLook!
leg!
One
I can leg!
hop!
I can hop!
learnt
legs feet Well done!
arms hands
Review of vocabulary 2 Look, read and circle.
I’ve got pink eyes / ears.
and grammar Step 3
I can / can’t dance. I can shine!
pl
3 What can you do? Draw or and say. 5 Read and tick (✓).

1
2
I can talk
about my body. I can understand
a story about

3
abilities. Introduction
4
I can describe my
abilities. I can give

I can jump. I can’t jump.

instructions.
I can shine self-
40 Review Unit review End-of-unit project and self-assessment 41 assessment for each
pupil to reflect on their
e
own learning

Unit walkthrough 27
 Measuring progress in I Can Shine
In I Can Shine, pupils engage in a variety of contextualised Diagnostic, Progress Review and End of Level tests focus
activities, each of which focuses on a particular Global on objectives relating to the key learning outcomes for the
Scale of English (GSE) learning objective. These objectives level in order to provide teachers with a clear, measurable
are fully supported by the I Can Shine Assessment Pack. way to track pupils’ progress towards these over the course
However, fair and accurate assessment in a language of the year. The Progress Review and End of Level tests
classroom reflects not only what pupils can recognise and are cumulative in order to provide a clear picture of the
D
produce in a test but also what they can perform or do as progress pupils are making. The Unit tests are focused
they actually use the language in real or realistic contexts. on the learning objectives of the specific unit and are not
To evaluate learners’ progress fairly and fully, both of cumulative.
these aspects must be part of an effective approach to Each test has A and B versions available. These versions
assessment. assess the same learning objectives and language at
ig
Assessment Pack the same level and are provided for simultaneous use
to provide variety in large classes. Each test also has
The I Can Shine Assessment Pack is a useful evaluation a C version to enable pupils who require extra support
tool with a wealth of activity types to support teachers to achieve a similar minimum standard as the rest of
in assessing the pupils’ language skills. In this pack, the class. Unit and Progress Review tests also have a D
teachers can find four types of ready-made tests which extension to provide additional challenge to pupils who
it
will help them form an accurate evaluation of their pupils’ may have mastered the content more quickly than the rest
understanding and achievement. The Assessment Pack is of the class.
available on the Pearson English Portal.
The Assessment Pack also includes access to a test
Diagnostic tests are designed to help evaluate pupils’ generator, which teachers can use to create and tailor tests
current language ability in English against the learning
al
for specific needs and situations.
outcomes of the course. This should be given at the start
of the new level and will help provide a picture of what
English knowledge pupils already have. It also provides
awareness for teachers of where individual pupils or a
whole class may need more support as they work through
the course. This should be administered in a relaxed and
supportive atmosphere.
Unit tests correspond to the content material in each of
S
the units and reflect the learning objectives of the unit.
These tests provide a useful snapshot of pupil achievement
at the end of a unit and also provide feedback to teachers
and pupils on the progress made against the unit learning
am
objectives. These tests can help identify any areas where
Teacher’s Book 1

further support is needed for individuals or the whole class.

The results of these tests can also help teachers to adjust
plans for the next unit and any further practice.
Progress Review tests serve as checkpoints throughout
the year to provide teachers with a way of checking
progress towards key learning outcomes for the level based
on pupils’ performance on activities aligned to the key
competency indicators. As with the Unit tests, information
gained from these should be used to identify areas where
pl
pupils may need additional practice or support. Progress
Review tests additionally reassess pupil understanding
and retention of the language and concepts taught in the
Introduction

previous units of the level. This repeated practice helps

pupils remember and integrate material learnt over time
and support teachers in making decisions regarding which
language points and skills need further review.
e
The End of Level test provides teachers with a tool
to assess progress against all of the key competency
indicators for the level and to assess class readiness for
the next level. It helps teachers to evaluate the level of
pupils individually and as a whole class and supports
decision making and planning for the next level.

28 Assessment
Assessment for Learning Reflect
Each stage in the unit has a dedicated character ‘helper’ to
I Can Shine includes Assessment for Learning methodology,
help and support pupils and give them a confidence boost.
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
D
methodology provides a clear and easy-to-use framework GROW HELPER
that enables pupils to take responsibility for their learning Read Granny Belinda’s question with the class.
and teachers to support the learning progression of each Encourage them to name their favourite animal, give
pupil in their class.
reasons where they can and any information they
ig
What is Assessment for Learning? know about it (e.g. where it lives).
Assessment for Learning is more than testing. It involves
an ongoing engagement with pupils, so that what they Assess As
sess
know now helps to inform what they learn next. A balanced
Each stage of the unit has a clear, measurable outcome
approach to assessment includes frequent informal prompts,
that pupils can demonstrate in the I can statement. These
games and other activities that allow pupils to understand
activities are specifically designed to consolidate learning
it
where they are and identify gaps in their understanding.
from the stage and to demonstrate to pupils what they
When informal assessments are integrated into the
have learnt and how what they are learning contributes
classroom, pupils take an active role in their own education
to the unit project. This activity is also an opportunity for
and seek out the help they need to meet their goals.
teachers to monitor progress and assess how pupils are
One aspect of assessment that is frequently overlooked doing against the learning objectives. Using the Achieve,
al
by traditional approaches is positive reinforcement. All Adjust, Exceed guidelines provided in the Teacher’s Book,
pupils need to be encouraged by acknowledging skills teachers can support every pupil to shine.
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 I can shine Assess
successfully acquired before identifying those which need
ACHIEVE The pupil can say five of the numbers and the
work. Beginning pupils are especially responsive to positive
correct corresponding colours.
feedback.
S
Assessment for Learning in I Can Shine ADJUST The pupil can say up to five of the numbers and the
Assessment for Learning in I Can Shine incorporates a correct corresponding colours. ➔ Support pupils by building up
number of techniques that help to build a supportive and numbers from 1 to 10. Count from 1 to 3, then 1 to 5, etc. Ask
pupils to count objects around the classroom.
motivating learning environment.
am

Teacher’s Book 1
Introduce In
troduc EXCEED The pupil can say all of the numbers and
e

At the beginning of each unit, there are activities designed to corresponding colours correctly. ➔ Ask pupils if they know any
introduce the key topic of the unit and spark pupils’ interest. numbers between 10 and 20.
These activities help you to set clear learning goals and
connect them to the I can statement at the end of the unit,
giving pupils a direction and sense of purpose throughout
the unit.
Diagnose D
iagn ose

The first activity in each lesson is designed to activate

pl
prior knowledge and help you to diagnose levels before
introducing new language. These activities are designed to Introduction
review language previously introduced in the course and
to provide opportunities for pupils to share anything they
already know about the topic.
e
Support and recycle
Activities throughout the unit support the learning of the
key language, from presentation to recognition, controlled
production and freer production. Language is systematically
developed and built up over the course of the unit leading to
the final Review and Create task, giving pupils of all abilities
the opportunity to shine.

Assessment 29
 Working with projects in
I Can Shine
At the end of each unit, the final task offer pupils the
opportunity to apply the skills they have learnt in the
unit through a fun, achievable project. These tasks have
D
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
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the end so that every pupil feels a sense of achievement.
Having the chance to shine at the end of a unit in the
form of the project allows pupils a clear purpose and a
strong connection to their world knowledge and interests.
The context of the final project links back to the unit title
and allows further exploration of the Global citizenship
strand and themes from the stories. This allows pupils to
it
‘reimagine’ what they have learnt in their own context in
answer to the unit topic.
Communication and collaboration are key to successful
projects in I Can Shine. Pupils are encouraged to
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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.
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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
Teacher’s Book 1
step enables all pupils to collaborate regardless of ability,
e.g. a class vote.
Introduction
30 Course methodology
Tips for carrying out project work in class
• Prepare pupils by having them think about the project in
advance. Allow pupils to come up with their own ideas
and feedback on their ideas where appropriate. Allow
pupils to showcase their idea and project in their own
words and their final output for the project.
• Assess the quality of projects by using other work as
a reference. Help pupils understand expectations by
showing them good examples of other pupils’ work.
Develop scaffolding to help pupils reach the standards
and include both individual and group grades.
• Promote full participation by encouraging pupils to
offer feedback on their classmates’ projects. Pupils
should offer positive comments, e.g. I like the drawing,
and could offer suggestions for improvement where
appropriate, e.g. You could use more colours.
• Provide opportunities for pupil reflection both for the
process and for the final product. Ask pupils to think
about what they might do differently or change about
their project now that they have finished and heard
feedback from their classmates.
Many international curriculums encourage Project-based
learning in the primary classroom because it nurtures
relationships and a culture of creativity and innovation.
I Can Shine draws on Project-based learning, which is
an engaging multidisciplinary approach to teaching and
learning that encourages learners to solve real-world
problems. Project-based learning is collaborative and
hands-on, asking pupils to work with peers, teachers
and experts in their communities and around the world
to ask good questions, develop deep subject area
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knowledge, identify and solve challenges, take action
and share their experience. Project-based learning:
• provides a flexible framework for learning with
multiple entry points,
• gives pupils ownership of their learning,
• focuses on challenges with clear solutions,
• promotes the authentic use of technology,
• develops future skills,
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• encourages deep reflection on teaching and learning.
Managing inclusive classrooms
I Can Shine is designed to support inclusive classrooms
and supports teachers to create an environment where all
pupils can access the same learning.
• Activities in the Pupil’s Book support Assessment for
Learning and allow pupils to personalise their responses.
• Three-tiered guidance (Achieve, Adjust, Exceed) in the
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lesson notes supports teachers in measuring progress
and managing expectations for the I can statement to
allow all learners to perform to their ability.
• A stepped final task with support for teachers in
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adjusting expectations makes it possible for all pupils to
participate in some way and feel a sense of achievement.
The course offers scaffolding to learning outcomes and
support for achieving, adjusting and exceeding based on
expectations.
• Embedded tips within lessons suggest differentiated
it
teaching methods, including drawing on the skills and
abilities of different pupils.
• Additional exposure, scaffolding and practice on the
digital offering provides extra support for those who are
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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: speaking in class
Basic props can help pupils use the functional language
in real-world situations. Before Activity 4, rearrange the
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classroom furniture into a café/restaurant set-up and
give pupils pretend menus. Some learners may benefit
from having pictures on the menu. If pupils are playing
the waiter/waitress role, give them a notebook and
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pencil as a prop and encourage them to write the order
if they can. Give pupils time to practise what they will
say in pairs first.
Additional support for mixed abilities and the inclusive
classroom can also be found on the digital Presentation tool.
Strategies to benefit all pupils in inclusive
classrooms
Set clear objectives: I Can 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. I Can Shine offers a diagnostic activity in the
Teacher’s Book before presenting any new language.
Take a multisensory approach: useful with all primary
learners, learners with additional needs draw extra
benefit from encountering language in multiple modes.
Multisensory approaches are recommenced for learners
with dyslexic tendencies. I Can Shine presents language
through text, images, audio, song and video. Ensuring a
balance between different modes holds the class’ attention
and sets up all learners to achieve.
Give more space to activities: allowing pupils the time
and flexibility to do activities in a way that suits their
needs will ensure that all pupils can participate in the
same activity, increasing confidence and motivation. Pupils
who struggle with written tasks, for example, may benefit
from doing only one or two task items in written form and
completing the rest of the activity orally.
Adjust expectations rather than materials: expecting
all learners to achieve at the same level is often unrealistic
and puts undue pressure on learners with additional needs
and teachers alike. Written activities in I Can 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: I Can Shine is structured to repeat
and recycle key language continuously and consistently
Teacher’s Book 1
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
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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 Introduction
encouraged to research and extend language.
e
Practical tips and planning 31
 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 I Can Shine and
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is an engaging and interactive resource for pupils.
I Can Shine offers two types of video: real world and story
animations.
Our World video
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I Can Shine includes six videos using real life footage.
These videos follow the unit topics and add a real life
documentary feel to the content of the unit. These videos
are designed as a flexible resource, to be used at multiple
points in the unit. Each one can be used at the start of a
unit of work along with the Big Picture to introduce the
topic. It provides exposure to Vocabulary 1 and Grammar 1
it
receptively in context. The topic also links to the real-world
global or local angle in the Grow stage and can be used
in lesson 6 to support the global citizenship theme. If time
allows, the video can also be used at the end of the unit
al
to wrap up the topic and give pupils a chance to reflect
on how much more they understand of the video now
that they have finished the unit. Worksheets for Our World
videos are available on the Pearson English Portal.
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Teacher’s Book 1
Practical tips for using video
Watching the video allows pupils to see language learnt
in another context. It is likely that during the first viewing
pupils will not understand the entire text presented in the
recording but they will get the meaning of the pictures,
sounds and the rhythm of the spoken language. They
will remember some phrases, especially those which are
repeated often.
• Use the animations and the videos to revise the
material. Children have a good short-term memory but
watching the same episodes again two months after
new material was introduced will considerably stimulate
their memorising ability.
• Watch the video with pupils from the beginning to the
end. Encourage pupils to say aloud the English words
which they remember from the recording.
• Watch the video again, stopping the recording after each
scene so that you can ask pupils questions about the
things they see.
• Listen to the video with the screen covered (blind
listening) and ask pupils about what they heard to
support listening skills development.
• Watch the video with the sound muted (silent viewing)
and ask pupils to name objects, describe the scenes or
imagine what is being said to revise key language and
support critical thinking skills.
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Story animations
I Can Shine offers seven story animation videos to
accompany the story in the Pupil’s Book. These animations
bring the story to life and encourage pupils to revisit the
story again and again. Animations can be used alongside
or instead of the class audio of the story. The characters in
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the animation encourage pupils to interact with the story
by asking a question for them to answer.
Introduction

32 Practical tips and planning

Facilitating speaking
While speaking activities appear throughout the units in Tips for encouraging pupils to speak in the
I Can Shine, the Build stage provides a special, supported classroom
opportunity for pupils to build up a short exchange in
a safe environment. Cut outs and speaking props are • Give your pupils a reason to speak. A conversation
provided as a communication kit to support confidence starter is a good way of doing this. Make sure that
building. Cut outs link thematically with the unit topic and pupils are provided with the language and the
scaffolding they need.
D
vocabulary and allow for personalisation, which takes
the form of a mini-project. This helps make the language • Ensure pupils know what they need to do. Always
meaningful for pupils. The focus on communication and demonstrate the activity with a volunteer.
speaking comes through clearly in this lesson through
speaking strategies that allow for scaffolded steps. This
• Provide plenty of opportunities for pair or small group
work. While some pupils always volunteer to speak in
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is the main opportunity before the final unit task to build
front of the class, others are nervous and may speak
confidence in oral production and consolidate language
more in the relaxed setting of a small group.
learnt so far.
• When pupils work in pairs, be sure to monitor and praise
2 them, offering support where needed.
• Allow enough time for pupils to complete the task,
4 1
it
especially when working in small groups. Shy pupils
My toys especially feel demotivated if they miss their opportunity
to speak because of time constraints.
• Provide extension activities for the fast finishers, so that
mum dad brother sister

they do not disrupt other pupils and all pupils get the
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granny grandad auntie uncle cousin

dog bird fish

opportunity to finish the task.
• Pair pupils strategically. Experiment with pairing stronger
cat

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pupils with ones who need more support for some

activities, while pairing pupils at a similar level for
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To develop learner confidence, I Can Shine offers others.

puzzle-like visual activities throughout the level that can
act as a conversation starter to support speaking. These
• Speak as much English as possible in the classroom.
Deliver instructions in English, even if they need to be
can be extended into a think-pair-share collaborative
S
repeated in L1 for younger pupils, to start to create
learning task. These also provide the opportunity to pair
a safe English space. See page 38 for a list of useful
stronger and weaker learners for differentiated support.
classroom language.
Build • Encourage any visitors to the class to speak English
when possible, including other teachers, older pupils and
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Communication
parents.

Teacher’s Book 1
1 1.11
Listen and number.

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

Instead, praise their responses and ask them if they can
1 say any of the words in English. Ask the whole class to
help.
2
• Encourage pupils to ask how to say things in English
1.12
Listen and say.

and praise them for doing so.

EA K
s
P honic
m t d
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Two toy teddy bears and Dora the doll.

3 Cut out and guess the toys. Go to page 85. Introduction

What’s this?
It’s new. It’s blue.
It’s a robot.
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I can ask and
answer about toys.

Lesson 5 Describing toys; sounds t and d 15

Practical tips and planning 33

 Teaching with posters
Posters can play a key role in the English language lesson Placing words on the poster If pupils can recognise
as they are such a powerful visual tool. They can be a written words, you can ask them to place appropriate
valuable way to focus pupils’ attention, allowing pupils below the pictures in the poster. One by one, pupils come to
to really engage with the topic and also consolidate and the poster and place a card with the corresponding word in
extend the language already learnt. the appropriate place. Then you can ask all pupils to read
the words aloud together.
Tips for working with posters
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Memory game Set a specific time limit, e.g. 30 seconds.
Stick the poster to the wall in a visible place. In this way it Tell pupils to look at the poster carefully and remember as
will remind pupils of the material they have covered. much as they can. Then cover the poster or take it off the
Predicting In order to create an atmosphere of wall and ask pupils one by one about the objects presented
anticipation and to invoke curiosity in children, give pupils in the poster. You can also ask about the features of these
ig
the title of the poster before you show it to them. Tell objects, e.g. Is the (ball) (big)? What colour is the (kite)?
pupils that in a moment they will see a poster with, e.g. The pupils’ task is to answer from memory. You can also
toys. Ask pupils to think about the vocabulary which may conduct this exercise as a team competition, observing the
be presented in the poster. Encourage them to provide time limit. The team who provides the biggest number of
examples of particular words related to this thematic names of objects from the poster wins.
group. In the case of toys it will be a teddy, a doll, a ball, True or false? Point to various objects in the poster and
it
a kite, etc. Then stick the poster to the wall and check make true or false sentences related to them. For example,
together how many words the pupils predicted correctly. point to a lion and say It’s a horse. Pupils answer No. It’s
Asking questions Point to the objects, people, colours, etc. a lion!
presented in the poster and ask questions: What’s this?
What colour is it? How many (balls) can you see? Is it a
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(doll)?, etc.
Finding and pointing Ask individual pupils to come to the
poster, find and point to appropriate objects, e.g. Point to
the (red car), etc. You can also divide pupils into two teams
and change finding particular elements into an exciting
competition. Ask one person from the team to come to
Progress Chart
F01_RS_PB1_5478_F01.indd 3

the poster and find a particular object. If he/she does

it correctly, the team scores a point. If he/she makes a
S
W Unit 1
elcom Unit 2
e

Uni Uni
t3 t4 Uni Uni

My Progress Chart
t5 t6
mistake, another team takes a turn. Pupils can replace the Listening
teacher and give the commands.
Quiz Tell pupils that you are thinking about a certain I can recognise I can understand I can hear my words in
picture from the poster. The pupils’ task is to guess which
my words. questions. I can listen to descriptions
dialogues.
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and information.
Reading
picture you mean. You can describe the object you have in
Teacher’s Book 1

mind for more advanced pupils, e.g. It’s grey. It’s small. It
has got a tail. What is it? Pupils answer (It’s a bird.) I can recognise
my words.
I can read my I can read my phrases I can read short stories and
words in stories. and sentences.
descriptions.
Peeping through a keyhole Cut out a hole (5–7 cm wide) Speaking
resembling a keyhole in the middle of a large sheet of
paper. Place the sheet on the poster and ask pupils what
I can say my words
they can see. Move the sheet on the poster so that each and phrases.
I can answer questions
about me and my world.
I can talk about my likes
and abilities.
I can describe people and
things.

time pupils guess the name of a different object. Writing

pl
I can make marks I can trace my
and write numbers. I can copy / write my I can write my phrases and
words.
3

words.
6/30/20 9:24 AM

sentences.
Introduction

1 I can read
animals and
clothes words. 2 I can talk
about animals
and clothes.
2 I can say
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what food
1 I can read 3 I can find
I like.
body and animals
2 I can ask and food words. 4 I can choose
1 I can name in nature.
answer about clothes and
my toys and
toys and family. dress up.
family.
4 I can ask
3 I can play for food from
games with a menu.
4 I can thank my friends.
3 I can ask someone.
friends to play.

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34 Practical tips and planning

Classroom management
I Can 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
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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
ig
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
it
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
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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
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the bag are in the same group/pair, light and dark of the
same colour makes a pair or four different colours make a
group.
Numbered lolly sticks Prepare lolly sticks by writing a
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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 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 I Can Shine song or chant. Have
Teacher’s Book 1
pupils join in.
Traffic light Make a traffic light with removable coloured
circles. When green, pupils can talk in pairs or in groups.
When orange, they must be ready to end the conversation.
When red, it’s time to stop talking. If they’re too loud, you
can quickly go from green to red. If they’re quieter again,
go back to green.
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Introduction
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Practical tips and planning 35
 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.
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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
ig
word. Alternatively, split the class into two teams and ask
a member of each team to mime the same word for their
teams.
Sort the cards Divide the class into small groups. Mix
picture cards from different units and divide them into piles
to match the number of groups. Pupils arrange them back
it
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
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on the picture card. If it is correct, remove the picture card
and write an ‘O’ or an ‘X’ in the space.
Snap! Prepare flashcards from one vocabulary group.
Say or write on the board one word from the group. Show
pupils all the cards from the group. When pupils see the
card with the picture that corresponds to the word, they
call Snap!
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Which is different? Stick a set of five cards to the board –
four from the same group and one from a different group.
Ask pupils Which is different? The pupils’ task is to find the
odd one out as quickly as possible.
TPR games
Teacher’s Book 1
Aye, aye, Captain! You are the captain. Give orders to the
class. This is a useful activity to review actions, parts of the
body, colours, numbers and classroom objects. For example,
you say Jump three times. Touch your head. Turn around.
Then pupils say Aye, aye, Captain! and carry out the action.
Model a few times and then invite pupils to be the captain.
Basketball Ask a pupil a question. If he/she answers
correctly, he/she has a shot at the basket. If the pupil gets
the ball in the basket (or box), he/she wins two points. If
he/she only hits the basket, he/she wins one point. The
pupil with the most points is the winner.
Introduction
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.
36 Practical tips and planning
I name it and you point to it Pupils sit in a circle. In the
middle place a few flashcards belonging to one vocabulary
group. Ask pupils to keep their hands behind their backs.
Say a word presented on one of the cards placed in the
middle of the circle. The pupils’ task is to touch it as quickly
as possible. You can divide the class into teams and award
points to the group whose representative touched the card
first. Pupils may also play this game in pairs or in small
groups.
Alternative bingo Ask each pupil to draw a picture
presenting a word from a particular vocabulary group, e.g.
animals. While pupils are drawing, write words belonging
to this vocabulary group on small pieces of paper and put
them in a box or bag. Ask pupils to stand up. Pick out one
piece of paper at a time and read out the word. The pupils
who drew the corresponding animal or object sit down.
Continue until you have read out all the words.
Team games
Category writing Divide the class into groups. Each group
chooses their ‘captain’. Write the name of a vocabulary
category on the board, e.g. sports, food or animals. Each
group helps their captain to write as many words as they
can which belong to the category in two minutes.
Drawing race Divide the class into two teams and invite a
pupil from each team to the front of the class. Whisper a
word to the two pupils. Each pupil draws the item on the
board. The first team to identify the picture correctly wins a
point. Continue until everyone has had a turn at drawing a
word.
Parachute Play a guessing game in teams. Draw a large
parachute on the board with some strings leading to a
stick figure hanging from the parachute. Think of a word
pupils have learnt and draw a dash inside the parachute
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for each letter in the word. Pupils from one team try to
guess the word. For each incorrect guess, erase one of the
parachute’s strings. Award points to the team when they
guess the word correctly. If all the parachute’s strings are
erased before pupils guess the word, the other team can
try.
Reading race Write sets of sentences on strips of paper
describing picture cards, e.g. It’s big. It’s black and white.
It has four legs. Divide the class into teams and ask each
team to stand in a line. Place a set of sentences face down
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at the front of each line. Stick the picture cards on the
board. When you say Go! one pupil from each team picks
up a sentence, sticks it below the appropriate picture card
on the board and goes back to his/her team. The first team
to stick all its sentences under the correct cards wins.
Word swat Divide pupils into two teams. Ask them to stand
e
in a line facing the board. Give the pupil at the front of
each team a fly swat. Place words randomly on the board.
Say or describe a word. The pupil with the fly swat must
run and swat the correct word/s. The pupil who completes
the task first wins a point.
Board race Divide the class into two teams. On the board, Picture dictation Divide the class into pairs. Pupil A
draw a long racetrack divided into a number of sections describes a picture for Pupil B to draw. Then they switch
corresponding to the number of questions prepared. Use roles. This game can be played with any lexical set.
pieces of colourful paper or magnets as counters (one Song or chant extension Have pupils work in pairs or
for each team). Ask pupils questions, e.g. show them small groups. Prompt them to write a new verse for the
flashcards, story cards or objects located in the classroom
D
song, using the lyrics on the Pupil’s Book pages. You can
and ask, e.g. What’s this? How many? The pupil who change just some words or all the lyrics, depending on
provides the correct answer scores one point for his/her their level.
team and may move the counter to the next section of the
racetrack. The team that reaches the finishing line first is
the winner.
ig
Phonics and spelling games
Little books labelling Do an activity to practise spelling
words with the target sounds/graphemes. Give each pupil
a sheet of paper and ask them to fold and tear it in half
lengthways and join the ends of the two strips with sticky
it
tape. Now fold the paper like a fan and stick some tape
along the spine to make an eight-page book. Pupils write
their name on the cover, then draw four simple illustrations
on alternate pages. Next, they swap books with a partner
and label the illustrations in each other’s books. They check
al
the books together.
Speedy sounds Make letter cards to review the key sounds
from a unit. Show the cards in random order and have
pupils chorus the letter sounds. Gradually increase the
speed. Then show a card and elicit a word containing that
sound. Repeat with the other cards.
Spin the pencil Play a game to practise spelling words
S
with target sounds/graphemes. Put the pupils in pairs.
Have them draw a large circle on a sheet of paper with
graphemes around the edge, like a clock face. They take it
in turns to spin a pencil in the circle and spell a word from
the letter sound that the pencil is pointing to.
am
Miscellaneous games

Teacher’s Book 1
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
pl
next item.
I spy Choose something you can see and say I spy with Introduction
my little eye something beginning with (g). Pupils guess
the object. The pupil who guesses correctly has a turn at
choosing an item.
Pass the secret Ask pupils to sit in a circle. Start the
e
secret by whispering a simple sentence to the pupil next to
you, e.g. I have a yellow hat. The pupils whisper the secret
around the circle. The last pupil says the secret out loud.
Compare how close it is to your original secret sentence. If
necessary, write the original secret sentence on the board.

Practical tips and planning 37

 Classroom language
Greeting the class During the lesson – questions
Hello. Hi! How are you today? Are you ready? May/Can I help you?
Good morning/afternoon. Is everyone here? Do you understand? Are you finished?
D
Come in. Is anyone away today? What do you think? What can you see?
Sit down/Stand up, please. Where is (Juan)? Anything else?
What day is it today?
ig
Starting the lesson Pair work/Group work
Are you ready? Give this/these out, please. Find a partner.
Let’s begin/start. Have you got a (pencil)? Get into twos/threes.
Listen (to me). Open your books at page (4). Who’s your partner?
it
Look (at me/at the board). Turn to page (6). Make a circle.
Take out your books. Open/Close the door. Work with your partner/friend/group.

Managing the class Ending the lesson

al
Be quiet, please. Put your hands up/down. Put your books/notebooks/coloured pencils away.
Look at me/Listen to me. Who’s next? Tidy up.
Come to the front of the Repeat after me. Put that in the bin/rubbish bin, please.
class. Wait a minute, please. Collect the stickers/cards/spinners/scissors, please.
Come to the board. Hurry up. The lesson is finished.
That’s all for today.
S
Words of praise Goodbye!
Well done! Good job. See you tomorrow.
Excellent! Congratulations! Have a nice weekend/holiday.
am
Fantastic! That’s correct!
Teacher’s Book 1

That’s nice. Great work!

Much better.
pl
Introduction

38 Practical tips and planning

 every two
Week 1 Week 2 Week 3 Week 4 Week 5 units: Learning
experiences

Teacher’s Digital Presentation Tool

D
Resources
al Citiz al Citiz al Citiz al Citiz al Citiz al Citiz
ob e ob e ob e ob e ob e ob e

Gl
n
Gl
n
Gl
n
Gl
n
Gl
n
Gl
n
OptA
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

W Im eve
ble D lopme
ond er agine Build G ro w ina
nt

ta

12 Context: personal/social
Sus

S hine
Goa

Story Learning
ls

Vocabulary and Grammar Communication OptB

No, Mia! My Review Responsible Future skill: be a good citizen
Let’s be
A toy I celebrate all I play with I try different I appreciate
experience Donating toys we don’t need consumption
1.08 1.09 1.11
Old toys, new toys 1 Which toys can you see in the story? Tick (✓). teddy bear! It’s my 1 Listen and find. 2 Listen and number. Say. 1 Listen and number. friends museum families! friends! food! special clothes
1 and production
Sustainable development goal:
I share
favourite toy! toys! reuse things
Global Citizen My Everyday English
doll tablet Lorem ipsum Step 1 Remember Step 2 Create
robot 1.15 1.16 1.17 Step 1 Start! Remember! Step 3
Vocabulary new big 1 1 Listen, look and find. 2 Listen, point and say. 1 Look and match. 2 Listen and tick (✓). Create!
1.01
✓ 1 Trace. Read and number. 4 Share
Make a toy swap poster.5Share your toyyour
withtoy
1 Listen and explore. Grammar with the class. 1 Look and guess. Ask and answer. 3 Look and write.
Pupil’s Book 1.03
2 1.07
Listen or watch. 1 OptC 2 3
ball
doll
the class.
Can I play? Yes! 1 2 3 1 2 3
1 Sing and act. doll 1 What’s this? plane teddy bear kite
Let’s be I share I celebrate all I play with I try different I appreciate
SO n g 1.12
book kite
friends toys! families! friends! food! special clothes
Unit 1 Rise and Shine Towers 2 Listen and say.
plane robot old brown blue, yellow, red
car 1.05 It’s a doll.
2 Listen and number. teddy bear 1 from grandad from from
teddy bear 4 5 6
D
Res ig
o
u
l

7 train
Resource
small EA K
ita rces

old s al Citiz al Citiz al Citiz al Citiz al Citiz 4 Write your label. a label
ob e ob e ob e ob e ob e 8 PDF

Gl
n
Gl
n
Gl
n
Gl
n
Gl
n
Gl
n
ball P homnic t d music kite planeobal Citize bike 7 tablet
1.10
Emphathise.
3 Listen and say. OptD
box Step 2 Think! Manage
elephant frustration. 5 Present your toy to the class.
Two toy teddy bears and Dora the doll. Let’s be I share I celebrate all I play with I try different I appreciate boxes?
friends toys! families! friends! food! special clothes What’s in the
3 Circle old toys in blue. 4 Watch and listen. car 2 Read and think. doll
It’s a train, it’s old. Circle new toys in green. This is my doll. It’s small.
What’s this? It’s a ball, it’s small! Go to page 85. 2 Choose a toy. Draw, colour and circle. small I love my doll, but this is for
C h a nt 3 Cut out and guess the toys. Step 3 I can shine!
from Alice my school now. I’m happy.
Values 3 Choose a toy. Let’s play!
What’s this? 5 Read and tick (✓).
It’s my robot. Care for and 4 Find and colour. Say. It’s new. It’s blue. 6 Put your toy in the donations box and say.
3 Ask and answer about It’s new.
3 Tick (✓) Dexter’s favourite toy. recycle toys.
It’s a robot. Can I play? 1 This is for school.
toys. It’s big / small.
2 Thank you! You are very kind.
It’s a car. I can name
What can train What’s this? It’s red. my toys. I can understand LOW RES
It’s a car. Which toys It’s old / new. Step 4 Reflection
you see? Yes! Let’s play. a story about toys. Time
have you got? Peer review!
3 I can use toys
It’s an elephant. 4
7 Think and say. and family words.
I can ask and family:
1.02 and this is my I can describe
2 Listen, point and say. answer about toys. I can ask friends Hello! I’m Alice and my grandad.
mum
elephant my dad, my toys. and reuse toys.
3 Describe the toy. It’s small. It’s old. A car? to play. waste and reuse I’ve got a doll. This label is great!
I can understand I can ask and I can ask friends We can reduce school.
3 Watch and listen. a story about toys. This is for my You are a nice person! I can think of others.
I can name my toys. 4 Act out. answer about toys. to play. We donate toys. You are very kind.

10 Lesson 1 Toys Lesson 2 What’s this? It’s (a car). 11 12 Lesson 3 Story Value: Caring for and recycling toys 13 14 Lesson 4 Adjectives; It’s (a train). It’s (old). Lesson 5 Describing toys; sounds t and d 15 16 Lesson 6 A toy museum Lesson 7 Sharing toys 17 18 Review Unit review End-of-unit project and self-assessment 19 30 Learning experience 1 Units 1 and 2 Learning experience 1 Units 1 and 2 31

al Citiz al Citiz al Citiz al Citiz C l Citiz al Citiz al Citiz al Citiz al Citiz

ob e ob e ob e ob e ob
al Ciotb
izae l itize
ob
al Citoib
zea e ob e ob e ob e ob e

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n
Gl
n
Gl
n
Gl
n
Gl
n
Gl
n

Gl
n
Gl
n
Gl
n
Gl
n
Gl
n
Gl
n
OptA OptA
Let’s be I share I celebrate all I play with I try different
Let’s be I shareI appreciate I celebrate all I play with I try different I appreciate
friends toys! families! friends! friends food! toys!special clothes families! friends! food! special clothes
ig
Review
Grammar Story Story Vocabulary and Grammar Communication OptB OptB
A toy Let’s be
A toy I celebrate all I play with I try different I appreciate
Let’s be I celebrate all I play with I try different I appreciate
1.06 friends museum families! friends! friends food! museum
special clothes families! friends! food! special clothes
Old toys, new toys 1.13
1 Listen and circle. 1 PB p12–13 Which toy is new? Look and tick (✓). PB p12–13 Listen and colour. I share I share
1 Which toy is new? Look and tick (✓). 1 Read and circle. It’s big / 1 toys!
Global Citizen toys!
Global Citizen 1 Trace and number.
Make and act
Lorem ipsum Lorem ipsum
Vocabulary 1 2
a b a b 1 2 3 4 1 2 3 4 It’s a doll / small. 1 Circle the odd one out. 1 Circle the odd one out.
1 Trace and number. 1 2 1 2 Find what you need.
Activity Book teddy bear.
OptC OptC
Let’s be I share I celebrate all I play with I try different I appreciate
Let’s be I share I celebrate all I play with I try different
friends toys! I appreciate families! friends! food! special clothes
3 4 friends toys! families! friends! food! special clothes 1 2 3 4 5 6 7 8 1
a b a b Think
1 2 Find and colour. Then trace. 2 Find and colour. Then trace.
It’s … and choose
a ball. a tablet. your toy.
al Citiz l Ci al Citiz l Ci al Citiz al Citiz al Citiz al Citiz
al Citiz al Citiz al Citiz al Citiz ob ae tiz ob ea tiz ob e ob e ob e ob e

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n
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n
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Gl
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2 Follow, find and number. ob e ob e ob e ob e ob e ob e

Gl
n
Gl
n
Gl
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2 2 Read and tick (✓) or cross (✗). a car. a doll.
3 OptD OptD
4 Let’s be I share I celebrate all I play with I try different I appreciate 2 Plan and draw.
Let’s be I share I celebrate all I play with I try different
friends toys! I appreciate families! friends! food! special clothes
1 2
a teddy bear. a robot.
friends toys! families! friends! New food! special clothes Old
5 New Old a train. an elephant. 1
1 3 Make your toy.
6
1.14
EA K Do you share?
7 2 s 2 Listen and repeat. Trace. Do you share? 2 Look and write. 2 Read. Then think and write.
P homnic Then tick (✓) the odd one out. 2 Look and write.
8 3
It’s a teddy bear. ✗ It’s a robot.
4
t d What’s this? TOYS
ball car It’s blue, 1
What’s this?
yellow and red. 3 4 I’m a robot.
big
train doll What is it? new
It’s an It’s an It’s a I’m a ball.
elephant. Values It’s a old
robot elephant elephant. Values 2 . small
Care for and .
recycle toys. Care for and It’s new. It’s old. Act out your toy
recycle toys.
teddy bear 1 tablet It’s a tablet. It’s a car. It’s green. It’s a teddy bear. 1 with your family.
school school
e- e-
school school school
e- e- e-

link
link
school school school school

Hom
Hom
Talk about your favourite toy with e- e- e- e- What toys do your friends share
6 Lesson 3 Story and value Lessons 6 and 7 Sharing toys 9

link
link
link

with you? Tell your family.

Hom

Hom
Hom
Tell your family your favourite

link
link
link
link
your family. Make a toy box. Show and tell

Hom
Hom
Hom
Hom
4 What toys have you got? 5 Talk about your favourite toy with Think of an old toy you’ve Describe a toy for your What toys do your friends share 10 11
Lesson 1 Toys Draw and show to your family. toy word. Lesson 2 What’s this? It’s (a car). 6 Lesson 3 Story and value Lesson 4 Adjectives; It’s (a train). It’s (old). 7 8 Lesson 5 Describing toys; sounds t and d with you? Tell your family. Lessons 6 and 7 Sharing toys 9 Review Unit review your family.
your family. got. Tell your family. family to guess.
Course planning

it
Extra material Seasons • Grammar Reference • My Progress Chart • Cut-outs
end of Pupil’s
Book

Extra material Seasons • Let’s talk! • Classroom language • Picture Dictionary

end of Activity
al
Book:

Extra print Flashcards • Busy Book • Story cards • Poster

S
resources

Extra digital Animations • Our World videos • Stretch activities • Extra practice activities • 360º Games
resources
am

Practical tips and planning

39
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Introduction Teacher’s Book 1
e
 3
3
Amazing bodies
D
es
Key learning outcom In Unit 3, the pupils will:
ig

name or describe people or common objects or express

it
W basic opinions in a few words.
onder
al
recognise familiar words in phrases, sentences and texts.
Im
agine
S
talk about familiar topics and express feelings using
basic words and phrases.
Build
am
participate in social exchanges in English.
G ro w
pl
make a talent show poster.
Shine
e

40
 Unit overview
3
Target vocabulary Target structures
Body: arms, ears, eyes, feet, hands, legs, mouth, nose I’ve got (brown) eyes/two arms.
Action verbs: dance, hop, jump, run I can/can’t…
Playground games: clap (your hands) close/open (your
eyes), touch (your feet), move your body
D
Phonics
Functional language m (my, make), n (nose, noise)

Move your body! Well done!

ig
Values
Respect differences
Recycling and building
I’ve got a (brother).
Global Citizen
it
Games around the world
Language stretch
Well done!
Competency focus
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Linguistic; Personal/Social/Learning to learn;
Citizenship; Entrepreneurial; Cultural and artistic

Key progress indicator chart

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

Speaking Talk about myself and my world

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

Learners can name common parts of the body. (23) Use a few single words to name or describe familiar
people or objects or express basic opinions.

Learners can recognise familiar words in short phrases Recognise familiar words in phrases, sentences and
and sentences spoken slowly and clearly, if supported by texts.
pictures or gestures. (19)
pl
Learners can talk about things they can or can’t do Use basic words and phrases to talk about familiar
using a simple fixed expression. (28) topics and situations or express simple opinions or
feelings.
e
Learners can take part in basic games that use fixed Use a few words to briefly participate in a narrow range
expressions or rhymes. (22) of everyday social exchanges.

41
3 Lesson 1 – Vocabulary Pupil’s Book page 32

W
Objectives Wonder: sparking curiosity ond er
• Lesson aim: to learn parts of the face and body • Encourage pupils to create
• Target language: arms, ears, eyes, feet, hands, legs, mouth, questions and make connections to the
nose world around them.
•    Recycled language: big, cat, dog, elephant, robot; I’m a… , • Point to the ‘Wonder’ stepping stone and
Who’s this? It’s… . write We’re learning words about parts of
D
the face and body on the board.
GSE
• Receptive: Reading: Can recognise single, familiar everyday Materials:
words if supported by pictures. • Audio; Video; Flashcards – Body parts
• Receptive: Listening: Can identify everyday objects, people or
ig
animals in their surroundings or in pictures from short, basic
descriptions (e.g. colour, size) if spoken slowly and clearly.
• Productive: Speaking: Can repeat single words if spoken
slowly and clearly.
it

3
Starting the lesson: warm up and song

Amazing bodies Play the Rise and Shine Welcome Song

●

(Track 0.02). Encourage pupils to use actions

al
from the Welcome unit. Then practise it with the
karaoke version.
Vocabulary
● Draw the outline of a head and body on
1
In
3.01
Listen and explore. troduc
ears e
the board. Ask pupils to copy the picture to add
features (e.g. eyes, nose, mouth, etc.) Ask if they
know any parts of the face or body in English.
Write correct answers on the board.
S
● Draw pupils’ attention to the glowing elephant
in the corner of the main picture. In L1, ask:
What animal costume is that? Who do you think
might be in the costume?
am
mouth nose Big Picture: What can you see? D
iagn ose

● Look at the main picture. Ask pupils Who can

you see on the page? Ask them to look at the
objects and people. SUPPORT Revise names
of family members, pets and toys from Lesson
What can
arms 1, Units 1 and 2. STRETCH Pupils add any
you see? additional information about any of the people
hands or objects, e.g. colour or size.
pl
2 3.02
Listen, point and say.

3 Watch and listen.

32 Lesson 1 Body parts

e

t t t t t t t t
42 Starting
the lesson
Song Learning
path
Big picture Presentation:
Activity 1
Flashcards Presentation:
Activity 2
Extra
activity
 3
1 3.01 Listen and explore. 3 Watch and listen.
Ask pupils to look at the main picture. Play the audio ● Revise body parts vocabulary using flashcards. Tell

Wonder
●

and tell pupils to point to each toy/animal as they
hear it. Ask a follow-up question e.g. What colour is
Dexter’s costume? SUPPORT Before listening, get
pupils thinking about body parts by asking them to say
D
●
pupils they are going to watch a video about people
with amazing bodies. Before watching, pre-teach some
vocabulary, e.g. exercise, young, strong.
Ask pupils to watch the video and listen to find out

the words in L1. STRETCH After playing the track, ask who Jacinto is. (He’s Adam’s grandad.) Play the Our
follow-up questions, e.g. What colour is Dexter’s nose? Bodies video. See video script on page 173.
(black) What colour are Mia’s eyes? (brown)
ig
Activity 1 Audioscript WONDER HELPER Assess

Dexter  ahaha! Look at my nose! It’s black!

H Read Bruno’s question. Ask pupils to work in pairs and
I’ve got big ears. I’m a dog. Woof! name the body parts they can see on the page as well
Mia A
 nd I’m a doll. I’ve got blue eyes. as other items and the names of the characters.
Who’s this?
Dexter It’s Bruno!
it
Bruno Yes, it’s me! I’m a teddy bear. I’ve got Ending the lesson
brown arms and legs. I’ve got big feet.
● Play a game of Teacher Says. Say Teacher says
Elena I’ve got big hands. I’ve got a big
touch your (nose/head/knee). Pupils must follow the
mouth. I AM A ROBOT!
instruction, but if you say Touch your … pupils must stay
al
Bruno Ha ha! Hey! Where’s my friend Clara?
still. If pupils mistakenly touch the face/body part they
Clara I’m here. I’m a cat. Miaow! I’ve got big
are out.
eyes and small ears.
Bruno Look! An elephant! It’s big!
Elena’s mum OK everybody. Look at me. Smile! Activity Book page 20

w!
Le
t’
s Revie

1  Trace and number. Pupils trace the words and then

2 3.02 Listen, point and say. match the words to the picture.
S
● Play the audio and present the vocabulary flashcards ANSWER KEY: 1 eyes, 2 ears, 3 mouth, 4 nose, 5 arms,
for pupils to repeat each word. Then hold up each card 6 hands, 7 legs, 8 feet
for them to say without prompting and ask them to
point to each face and body part on the page. Wonder Helper: Read the question and ask children to say
yes or no and do the action.
am
● Help pupils find the stickers in the back of their Pupil’s
Books. Point to each one, say What’s this? and elicit
the words for them then ask pupils to put them in the Home-school link: Pupils practise the phrase ‘Touch your
correct place on the page. (nose)’ with their family.

Activity 2 Audioscript
ears eyes a mouth a nose
arms hands feet legs
pl
Extra activity
Ask pupils to draw a costume they would like to wear
to a party and label the parts of the face and body.

FUTURE SKILLS: critical and reflective thinking

e
In L1, ask pupils to think of animals that have a
different number of body parts to humans e.g Which
animals have 4 legs? Which animals don’t have arms?

t t t t t
Our World
video: Activity 3
Wonder
Helper
Activity Book:
Practice
Learning
path
Ending
the lesson
43
3 Lesson 2 – Song Pupil’s Book page 33

W
Objectives Wonder: sparking curiosity ond er
• Lesson aim: to use I’ve got … to talk about parts of the face • Engage pupils with the Big
and body using specific language Picture by asking some questions (in L1),
• Target language: I’ve got (brown) eyes/two arms. e.g. What can a robot with five arms do?
•    Recycled language: I’ve got a brother. (carry lots of things) What can a robot with
six legs do? (run fast)
D
GSE • Point to the ‘Wonder’ stepping stone and
• Productive: Speaking: Can name common parts of the body. write We’re learning to talk about parts of
• Receptive: Listening: Can get the gist of a simple song, if the face and body on the board.
supported by gestures.
Materials:
ig
• Audio; Flashcards

W
ond er
3 ANSWER KEY: 2 arms, legs, eyes, ears, feet,
hands; 1 nose, mouth
it
Grammar 1 3.03 Sing and act.

1 3.03
Sing and act. S On g ● Play the audio and ask pupils if they heard any
words for body parts. Ask them to find the body
al
eyes parts they heard in the main picture.
● Play the track again and have pupils sing along.
● When pupils are confident with the words, play
the karaoke version and have them sing along.

Activity 1 Audioscript
2 3.05
Listen and circle.
Boy
S
1 2 I’ve got two eyes.
I’ve got two ears.
I’ve got a mouth and a nose.
I’ve got two legs.
am
3 I’ve got two arms.
Two hands, two feet
and ten toes!
Best friends, best friends!
3 Play a guessing game!
We’re different, but best friends.
Robot
I’ve got one eye. Robot 3! I’ve got three eyes.
I’ve got six ears.
feet legs I can talk about
I’ve got a mouth and a nose.
my body. I’ve got four legs.
pl
I’ve got five arms.
Lesson 2 I’ve got (one) (eye). 33 Five hands, four feet and six toes!
Best friends, best friends!
We’re different, but best friends.
Starting the lesson: warm up and song Best friends, best friends!
We’re different, but best friends.
e
● Draw a body on the board and write the numbers 2, 2, 2, 2, 2, 2, We’re different, we’re different but best friends,
1, 1 (showing how many of each body part we have – feet, legs, We’re different, but best friends.
arms, hands, eyes, ears, nose, mouth). Ask the class to tell you
which body parts go with which numbers.

t t t t t
44 Starting the
lesson
Learning path Presentation:
Activity 1
Presentation:
Grammar
Practice:
Activity 2
 3
2 3.05 Listen and circle. Ending the lesson
Practise using the target question by pointing to parts Draw the body of a robot on the board and ask pupils

Wonder
● ●

of your body and asking What’s this? Let pupils answer to call out numbers and body parts (e.g. 3 legs, 6 eyes!).
then invite confident pupils to the front of the class to Draw their suggestions on the board then put them in
take your role. Ask pupils to look at the pictures of the pairs and get them to repeat the activity and describe
robots and think about how many face/body parts each their robot to a partner.
D
one has.
● Tell pupils to listen to the second part of the song. Play Activity Book page 21
the audio, pausing after each line describing the robot
to give pupils time to look carefully at each picture. They 1 
3.06
Listen and tick (✓). Pupils listen and tick the
robot that matches the audio, then describe all the
ig
choose the correct robot from the pictures on the page.
robots with a partner. See Activity Book audioscript
SUPPORT Each time you pause the audio, ask pupils
on pages 172 - 173.
to eliminate the robot it can’t be, e.g. This one has more
than three eyes. STRETCH Ask confident pupils to ANSWER KEY: robot 3
explain why they didn’t choose the two other robots,
e.g. It has two eyes, not three eyes. 2  Count and write. Pupils read the sentences and
it
complete them with the correct number.
ANSWER KEY: robot 1
ANSWER KEY: 2, 4, 3, 4
3   Play a guessing game.
al
● Read the speech bubbles with the pupils and describe Home-school link: Pupils draw their robot at home and
one of the robots for the class to guess. Then tell pupils tell their family about it..
to work in pairs and describe a robot for their partner
to guess. Remind pupils to use I’ve got … and to add an
‘s’ to the noun if there is more than one.
● Remind children to check the Grammar section on
page 82 of their Pupil’s Books.
S
I can shine! Assess

ACHIEVE Pupils can use two or more sentences

am
accurately to describe the robot.

ADJUST Pupils can repeat sentences if modelled

clearly but miss out words when producing
independently.

EXCEED Pupils can use four to five sentences

accurately to describe the robot.
pl
● Give pupils time to put their Wonder checkpoint sticker
on the page.
e

t t t t
I can shine:
Activity 3
Activity Book:
Practice 1 and 2
Ending the
lesson
Learning path 45
3 Lesson 3 – Story Pupil’s Book pages 34 - 35

Objectives Imagine: Im
agine
• Lesson aim: to understand and act out a simple story fostering imagination
•    Recycled language: big, feet, hands; Look! Who’s this? I’ve • Encourage pupils to be imaginative and
got (pink ears). Well done, Granny! creative. Invite pupils to act out the unit
• Receptive language: I can/can’t (dance). story, playing the characters or telling it
with their own words and gestures.
D
GSE • Point to the ‘Imagine’ stepping stone and
• Receptive: Reading: Can understand the main idea in a short, write We’re learning to understand and act
simple story. out a story on the board.
• Receptive: Listening: Can recognise familiar words in
short phrases and sentences spoken slowly and clearly, if Materials:
ig
supported by pictures or gestures. • Audio; Video; Story cards

Im
3
W
onder
agine Build Shine
ANSWER KEY: Bruno, Granny, Elena, Clara
G ro w

Lesson 3
1 Who’s in the story? Tick (✓).
it
RECEPTIVE SKILLS TIP
2 3.07
Listen or watch.
Dexter, dance
with me! While listening in Activity 2, pause the audio/
Towers
It’s Granny!
video after each frame and ask a question(s)
to check pupils are following, e.g. (frame 1)
al
I’ve got big feet.
I can’t dance.

What does Elena want Dexter to do? Can

It’s big.

Dexter do it? How does he feel? etc.

It’s grey. Well done,
Well done, Dexter! Granny Belinda!

Let’s imagine! I can shine!

Draw yourself
at the party. 3 Who can dance? Tick (✓)
and say.

2 3.07 Listen or watch.

I can dance.

36 Story value Respecting differences
Starting the lesson: warm up
● Ask the class if they can remember what all the characters
were dressed as in the previous lesson. Write any suggestions
on the board then allow pupils to check in their books.
FUTURE SKILLS: enquiry and imagination
Ask pupils to look at the first frame of the story and say
what Elena and Dexter are doing and how they are feeling.
After listening to the story, ask if they were correct.
1 As
sess
Who’s in the story? Tick (✓).
● Ask pupils to look at the pictures in Activity 1. Say each
character and ask them to repeat. Tell them to look quickly
through the story (Activity 2) and tick the characters they can
see. Tell them there is 1 character that isn’t in the story. Ask
them who it is (Kiki).
SUPPORT Before the task, check pupils can name each family
member. STRETCH Ask pupils to use their imagination and
guess where grandad might be.
4 Act out.
● Play the audio and ask pupils to follow the story
I’ve got big
pink ears.
I can understand
a story about in their books and repeat the words together.
different abilities.
S
Extra
Time
Who dances with the elephant? Story language I’ve got big (feet). I can’t (dance). 37
● Then play the video. Let confident pupils choose
a character and play the video without sound,
letting them play the characters. SUPPORT
Before watching the video, tell pupils to look at
the story in their books. Ask them what they
am
think they will hear or see. STRETCH Ask more
confident pupils some follow-up questions in L1,
e.g. Does Elena have big ears? Why does Dexter
think he can’t dance? Who dances with the
elephant?
IMAGINE HELPER
Read the value in Dexter’s speech bubble
pl
with the class. Use L1 if necessary. Ask pupils
to name the different family and friends
mentioned in the story. Ask children why their
family and friends are important to them.
e

t t t t t t t
46 Starting
the lesson
Learning
path
Flashcards Pre-reading:
Activity 1
Story:
Activity 2
Story
animation
Imagine
Helper
 3
4 Act out.
Activity 2 Audioscript
● Put pupils in four groups. Give each group a set of story
1 Elena Look at me, Dexter! Let’s dance!

Imagine
cards. Ask them to choose a character from the story
Dexter Er … I’ve got big feet. I can’t dance.
(Clara, Bruno, Dexter, Elena, Granny) and repeat their
2 Bruno Look, I can dance.
lines as they hear them. Play the audio and pause after
Clara I can dance, too!
each frame.
3 Dexter Who’s this?
D
Bruno Er … It’s big … It’s grey … ● Give pupils time to put their Imagine checkpoint sticker
4 Granny I can dance, I can’t sing, on the page.
I’ve got big pink ears.
I’ve got hands I can clap, Story extension activity
ig
Look at me – I can rap! ● Ask pupils to think of what happens next in the story
5 Granny Dexter, dance with me!
(e.g. all the characters dance together, they sit down and
Dexter Er … OK.
have a rest). Ask pupils to draw their scene and then
6 Dexter Ha ha! I can dance!
present it to another group (in L1).
Elena Well done, Dexter!
7 Clara Wow! Who’s this?
Ending the lesson
it
Bruno Look! It’s yellow! Oh, it’s Granny!
8 All Well done, Granny Belinda! ● Ask pupils to stand up. Say instructions such as wave
your hands, circle your arms, shake your head, etc. Ask
them to dance like a character from the story, e.g.
3 Who can dance? Tick (✓) and say.
Dance like Dexter! Dance like Elena!
al
● Ask pupils to look at the story again and tick each
character who can dance. Activity Book page 22
● Confirm with pupils that all the characters join in
the dancing in the end. Ask pupils if they think it’s 1  Which is the odd one out. Look and tick (✓). Pupils
important to join in and what activities they like to join tick the odd one out.
in with.
ANSWER KEY: Clara’s small feet
ANSWER KEY: Clara, Granny, Dexter
2  Find and colour. Then write. Pupils look at the lines
S
and shapes to find a robot dancing, then colour the
I Can Shine! Assess robot shapes with dots. Pupils then read the sentence
in the speech bubble and write the correct word.
ACHIEVE Pupils understand that they all
am
ANSWER KEY: can
eventually dance in the story.

Imagine helper: Pupil’s read the value in Dexter’s speech

ADJUST Pupils realise that some of the bubble.
characters dance in the story.
➔ Go back to the story and talk through what’s
Home-school link: Pupils rate the story and tell a friend.
happening in each frame.

EXCEED Pupils understand that they all

pl
eventually dance in the story. Pupils can explain in
L1 that some of the characters join in later than
others.
➔ Ask pupils further questions about what the
characters might be feeling in different parts of
the story.
e

t t t t t t
I can shine:
Activity 3 and 4
Story
extension
Activity Book:
Practice 1
Activity Book:
Practice 2
Ending the
lesson
Learning
path
47
3 Lesson 4 – Vocabulary and Grammar Pupil’s Book page 36

Objectives Build: building confidence Build

• Lesson aim: to learn words to describe actions • Build confidence in English
• Target language: I can/can’t… dance, hop, jump, run through whole class speaking and
•    Recycled language: Let’s play a game., one leg, sit down repetition of key words as well as finding
similar words on the page.
GSE • Point to the ‘Build’ stepping stone and
D
• Productive: Speaking: Can use language related to basic write We’re learning words for actions on
actions (e.g. dance, hop, jump, run) the board.
• Receptive: Listening: Can recognise words and simple phrases
related to familiar topics, if spoken slowly and clearly and Materials:
supported by pictures. • Audio; Flashcards; colouring pencils
ig
Starting the lesson: warm up
Vocabulary and Grammar ● D
iagn ose
Play another game of Teacher Says (see
it
page 73), but this time add the new vocabulary
1 3.08
Listen and find. 2 3.09
Listen and number. Say.
from this lesson (dance, run, jump, hop) to see if
run 1 any pupils know the words.

1 3.08 Listen and find.

al
● Ask pupils to look at the picture and say who
jump they can see (Elena, Granny, Bruno, Dexter, Mia).
● Play the audio and present the vocabulary
flashcards for pupils to repeat each word. Then
hold up each card for them to say without
hop dance prompting and ask them to point to each action
on the page.
3
S
3.10
Listen and say. ● Play the audio again if necessary and check
pupils are pointing to the correct actions. Ask
I can run, I can dance,
Oh no, I can’t stop!
C h a nt pupils who they think lost the game.

Activity 1 Audioscript 
am
4 Follow and trace. Say. Mia Let’s play a game! Listen!
1 2 I can run. Granny Oh, good! I can dance!
Elena I can hop! Look! One leg!
I can hop. Bruno I can’t hop! I can jump. Can you
jump?
Mia OK! Sit down!
3 4 I can jump.
Dexter Look at me! I can run!
Granny Ha ha! Oh, dear! I can’t run
I can dance.
pl
36 Lesson 4 Actions; I can (run). I can’t (stop).

RECEPTIVE SKILLS TIP

Before listening, tell pupils if they don’t hear
one answer, they move onto the next one.
Tell them they may be able to work out the
correct answer at the end if they are sure of
e
the others.

t t t t t t
48 Starting
the lesson
Learning
path
Presentation:
Activity 1
Practice:
Activity 2
Practice:
Activity 3
Presentation:
Grammar
 3
4 Follow, draw and trace. Say.
2 3.09 Listen and number. Say.
● Tell pupils to follow the lines to the sentences, trace the
● Ask pupils to look again at the pictures and words. Tell
words and say them aloud.
them to listen to the words and number the pictures

Build
correctly. ANSWER KEY: 1 I can jump. 2 I can run. 3 I can dance.
● Play the audio. Pause after each word if necessary for 4 I can hop.
pupils to repeat.
D
Extra activity
Activity 2 Audioscript 
Ask fast finishers to make the sentences in Activity 4
1 run   2 hop   3 dance   4 jump
negative.
ig
ANSWER KEY: 1 dance 3, jump 4, run 1, hop 2
Ending the lesson
Set the pupils challenges, e.g. jump 10 times, hop on
3
●
3.10 Listen and say.
each foot five times and ask pupils to make sentences
● Ask pupils to look at Elena. Read the first sentence I can with I can and I can’t. Ask pupils to think of one or two
it
run … and ask pupils to repeat. Demonstrate jumping, more challenges for a partner and practice in pairs
look happy and say I can run. before feeding back as a class.
● Ask pupils to read the second sentence Oh no! I can’t
stop! Give pupils other examples of can’t by, e.g. trying Activity Book page 25
to hop, looking sad and saying I can’t hop.
al
● Play the chant for pupils to repeat. SUPPORT Ask 1  ead and circle. Pupils read the speech bubbles.
R
Then they look at the picture and circle the correct
pupils to create a line with just the verbs. STRETCH
word.
Ask pupils to create a line for themselves, replacing the
verbs with other actions they might know.
ANSWER KEY: I can run. I can’t hop.
● Remind children to check the Grammar section on
page 82 of their Pupil’s Books.
2  ook, read and write. Pupils look at the pictures,
L
then read the sentences and write letters
S
Activity 3 Audioscript  corresponding to the pictures.
Elena: Let’s go everybody, listen to me!
I can jump, I can hop, I can dance, I can run. ANSWER KEY: 1 c, 2 d, 3 a, 4 b
I can run, I can dance,
am
Oh no, I can’t stop!
Now, come on everybody chant with me! Home-school link: Pupils think of something they can do
Children: I can jump, I can hop, I can dance, I can run. and tell their family.
I can run, I can dance,
Oh no, I can’t stop!

BUILD HELPER
Read the sentences from the chant to the class and
pl
mime actions for I can… (thumbs up) and I can’t… .
(thumbs down). Then act out running and put your
thumbs up and elicit the sentence I can run. Repeat
with an action you can’t do.
e

t t t t t t t
Build
Helper
Practice:
Activity 4
Extra
activity
Activity Book:
Practice 1
Activity Book:
Practice 2
Ending the
lesson
Learning
path
49
3 Lesson 5 – Communication Pupil’s Book page 37

Objectives Build: building confidence Build

• Lesson aim: to talk about actions pupils can/can’t do. To • Build autonomy in English
practise the sounds m/n. through noticing patterns in target
• Speaking function: to talk about actions he/she can/can’t do language, building on a bank of known
• New language: I can/can’t… words and encouraging pupils to notice
•    Recycled language: dance, grandad, hop, jump, leg, run, mistakes.
D
Well done! • Point to the ‘Build’ stepping stone and
write We’re learning to talk about things
GSE we can and can’t do on the board.
• Productive: Speaking: Can use a few simple words to describe
objects (e.g. colour, number), if supported by pictures. Materials:
ig
• Receptive: Reading: Can understand basic sentences describing • Audio; scissors, colouring pencils, card;
someone’s physical appearance if supported by pictures. pictures of animals

3 1 3.11
Build Listen and number.
it
Communication ● D Ask pupils to look at the pictures and tell
iagn ose

1 3.11
Listen and number. a partner what/who they can see in each one.
● Play the audio and ask pupils to listen and write
the correct number next to each action.
al
● Play the track again to check answers.
1
Activity 1 Audioscript 
2 3.12
Listen and say. 1 Boy Look! One leg! I can hop!
Girl Well done!
2 Girl 2 I can dance. Dance with me,
EA K
s m n Grandad.
P homnic
S
Grandad Ha ha! I can’t dance.
My nose makes noise! Girl 2 Yes, you can!
3 Boy I can’t jump!
Dad Yes, you can!
3 Cut out and play! Go to page 89.
am
Dad … Well done!
I’ve got two feet. 4 Boy Oh, no!
I can dance. Woman It’s OK. I can run, too

ANSWER KEY: 3, 4, 2, 1

RECEPTIVE SKILLS TIP

Remind pupils that sound effects can also
help them in listening tasks. Ask pupils to
pl
I can describe
my abilities. look through the pictures and think what they
might be able to hear in the background.
Lesson 5 Describing abilities; sounds m and n 37

2 3.12 Listen and say.

Starting the lesson: warm up ● Point to the picture and ask pupils what they
e
can see. Tell pupils the letters in the circles are
● Say some sentences beginning I can/I can’t. If you say I can m and n. Make the sound m – m – m and n – n
(dance), pupils do the action. If you say I can’t (hop) pupils sit – n for pupils to repeat. Ask pupils to notice the
down. Any pupils who get it wrong must sit out the game. position of your lips for each letter and to copy
if they can.

t t t t t
50 Starting
the lesson
Learning
path
Practice:
Activity 1
Speaking
support
Practice:
Activity 2

● Play the audio. Ask pupils to point to the body part
they hear.
● Play the audio again and ask pupils to say the words
along with the audio. SUPPORT Look up how the
3
FUTURE SKILLS: collaboration and communication
In pairs, ask pupils to make a new spinner. One pupil
thinks of three actions, the other thinks of three

Build
mouth is positioned to make these sounds and draw animals. Provide materials for pupils to make their
a mouth on the board to show pupils where the sound spinners and ask them to write the actions and draw
the animals. Monitor and help with spelling where
D
comes from. STRETCH Ask pupils to think of any other
words in English or L1 that use the m and n sounds. needed.
3 Cut out and play!
● Read the speech bubble for the pupils to repeat after TEACHER TIME TO SHINE: extension activities
ig
you. Then ask them to look at the cut outs on page 89 Present results visually to extend an activity by
and say what three things and actions they can see using simple bar charts or diagrams on the board or
(bird/rabbit/robot, sing/hop/dance). support pupils to make their own. After Activity 4,
● Ask pupils to cut out the circles. Show them how to present activities pupils can/can’t do in a bar chart.
place one on top of the other and spin the top one so Ask pupils if any of the results are surprising or
they see two pictures. Model correct sentences for interesting.
it
them using I can and I can’t.
● In pairs, ask pupils to spin and make sentences based
on what the animals can/can’t do. Ending the lesson
● Display or draw pictures of the following animals on the
Activity 3 Audioscript 
al
board: kangaroo, bird, frog, cheetah, snake. Write or
m–m–m say the following sentences for each: I can jump, I can’t
my sing, I can’t jump, I can hop, I can run. Ask pupils to say
n–n–n yes/no for each of the sentences for each animal.
nose
My nose makes noise! Activity Book page 24
1 
3.13
Listen and tick (✓) or cross (✗). Pupils listen
then tick or cross in the chart. See Activity Book
S
I can shine! Assess audioscript on pages 172 - 173.

ACHIEVE The pupil can produce three sentences
using I can (dance/sing/hop).
am
ADJUST The pupil can produce a sentence using I
can (dance/sing/hop) but with some inaccuracies
or words missing.
➔ Support pupils with additional practice using
flashcards and modelling sentences.
ANSWER KEY: 1 run ✓, jump ✓, hop ✓, dance ✗
2 run ✓, jump ✓, hop ✗, dance ✓
2 
3.14
Listen and repeat. Trace. Then match. Pupils
listen and repeat each word. They trace the letters
then match the pictures with the correct sounds. See
Activity Book audioscript on pages 172 - 173.
ANSWER KEY: m – mouth, mum, n – nose, nine

EXCEED The pupil can produce three sentences

using I can (dance/sing/hop) as well as additional
action verbs.
➔ Encourage pupils to talk about more than 2
actions in one sentence, e.g. I can dance and sing.
● Give pupils time to put their Build checkpoint sticker on
the page.
3 W
 hat can you do? Circle. Then tell a friend. Pupils
read the sentences and circle the word for them in
pl
italics then discuss their answers with their partner.
Home-school link: Pupils choose an action to show their
family and say what they can do.
e

t t t t t t
Phonics
practice
I can shine:
Activity 3
Activity Book:
Practice 1
Activity Book:
Practice 2 and 3
Ending the
lesson
Learning
path
51
3 Lesson 6 – Global citizenship Pupil’s Book page 38

Objectives Grow: Nurturing growth G ro w

• Lesson aim: to learn new words connected to playing games in society
• Cross curricular/Culture connection: Playing games around • Promote global citizenship by encouraging
the world pupils’ awareness of their role in society.
• Global citizenship theme: including people of different Use effective questioning strategies and
abilities, trying a new activity board-based activities to instil a sense of
D
• Target language: clap (your hands) close/open (your eyes), social responsibility.
touch (your feet), move your body • Point to the ‘Grow’ stepping stone and
•    Recycled language: eyes, feet, hands, mouth, run; I can’t write We’re learning about games in
(see you)., Let’s play! different parts of the world on the board.
ig
GSE Materials:
• Productive: Writing: Can label simple pictures related to • Audio; Video; Flashcards
familiar topics by copying single words.
• Receptive: Reading:
ob
al Citiz
e bal Citize
Canorecognise ob
al Citiz
words and
e
simple
al Citiz
ob phrasese ob
al Citiz
e ob
al Citiz
e
Gl

Gl

Gl

Gl

Gl

Gl
n

n
related to familiar topics if spoken slowly and clearly and
OptA
supported by pictures.
it
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

Starting the lesson

al
OptB
● Write the letters m and n on the board. Divide
Let’s be
Games
around I celebrate all I play with the class into two teams and see how many
I try different I appreciate
friends families! friends! food! special clothes
the world
Global Citizen
I share
toys! words each team can think of beginning with
Lorem ipsum each letter.
1 3.15
Listen, point and say. 2 3.16
Listen and number.
1 3.15 Listen, point and say.
● Play the audio and present the vocabulary
OptC
flashcards for pupils to repeat each word. Then
1
S
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends!
hold up each card for them to say without
food! special clothes

close clap touch move prompting and ask them to point to each action
on the page.
al Citi al Citiz al Citiz al Citiz ● alAsk
Citiz pupils what
al Citiz they can see in the pictures.
3 Look andobcircle.
ze
Say. ob e ob e ob e ob e ob e
am
Allow answers in L1 but encourage them to use
Gl

Gl

Gl

Gl

Gl

Gl
n

OptD English.
1 Clapping game
Let’s be 2 HideI share
and seek 3 Simon says
I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

Activity 1 Audioscript
close clap touch move

a b a b a b 2 3.16 Listen and number.

4 Watch and listen.
38 Lesson 6 Games around the world
● Ask pupils to look again at the pictures and
words. Tell them to listen for the four new words
pl
What can they do? and number the pictures correctly.
● Play the audio, pausing after each dialogue for
pupils to number the picture.
● Ask pupils to trace over each new word.
e

t t t t t t
52 Starting
the lesson
Learning
path
Presentation:
Activity 1
Flashcards Practice:
Activity 2
Extra
activity
 3
Activity 2 Audioscript FUTURE SKILLS: critical and reflective thinking
1 Boy 1 Let’s play. After Activity 3 ask pupils to explain in L1 if they think
Boy 2 Clap your hands. people play different games in different parts of the
world. Ask pupils to think why children might have

Grow
Boy 1 Now, sing!
2 Girl 1 Let’s play! similar or different games.
Girl 2 OK, now move your body … Now stop!
D
3 Boy 1 Stand up. Let’s play.
Simon says … touch your nose.
Boy 2 Ha ha! I can touch my nose. GROW HELPER
4 Girl 2 My turn! Read Granny Belinda’s question. Ask pupils to look
Boy 2 Close your eyes … Count to ten. Then open at the pictures in Activity 3 and say which games
ig
your eyes. they can play. Then ask pupils if anyone can play
Girl 2 OK. One, two, three … ob
al Citiz
e ob
these games and if it’s more fun when a lot of
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e

Gl

Gl

Gl

Gl

Gl

Gl
n

n
OptA
Boy 2 Run! Let’s be
friends people play.
I share
toys!
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes

Girl 2 eight, nine, ten! I can’t see you!

OptB
In L1, ask pupils what they can do if they see
it
Let’s be I celebrate all I play with I try different I appreciate
friends families! friends! food! special clothes
I share

ANSWER KEY: close 4, clap 1, touch 3, move 2

toys!

another child looking left out in the playground. (e.g.

Lorem ipsum

invite them to play their game, talk to them, change

OptC
their game so more people can play).
RECEPTIVE SKILLS TIP
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

Tell pupils they are likely to hear body parts as well

Ending the lesson
al
al Citiz al Citiz al Citiz al Citiz al Citiz al Citiz

as actions in the audio. Before playing the audioOptD ob ob ob ob ob ob

e e e e e e
Gl

Gl

Gl

Gl

Gl

Gl
n

n
ask them to think what body parts are used in the Let’s be
friends
● Different pupils come to the board and draw a different
I share
toys!
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes

pictures. body part for the class to guess. The class does an
action (e.g. touch their head, clap their hands, open their
arms.) that’s appropriate for that body part.
3 As
sess
Look and circle. Say.
● Ask pupils to look at the pictures. Ask them what body Background information (Culture and CLIL)
parts and actions they can see. Tell them to circle the
S
Before the lesson, consider indoor and outdoor games
correct action for each picture. Ask them if they can tell that are popular with your pupils. Research whether
you the incorrect action as well. these games exist in other areas and countries,
● When pupils have finished, ask them to say each action. what they are called and if there are any variations
to the rules your pupils know. Consider what may
am
ANSWER KEY: 1 b, 2 b, 3 b, 4 a impact the popularity of games in different cultures
(weather, length of school day, safety of being
4 Watch and listen. outdoors, technology, etc.). If possible, find a game
that is not popular or known in your country with
● Revise the unit vocabulary using flashcards. Play the
simple rules that you could teach the pupils in your
Our Bodies video. See video script on page 173.
class.
● After watching, ask pupils if they can remember what
activities have been mentioned in the video (answers
may vary, but pupils should be able to recognise: jump, Activity Book page 25 (Lessons 6 and 7)
hop, run).
pl
1  Look, read and number. Then say. Pupils look at
the pictures, read the labels and write the correct
Extra activity number.
Ask pupils to think of other games or situations in L1
where the actions from Activity 2 are used (e.g. you ANSWER KEY: touch your nose 2, close your eyes 3,
touch people in the game ‘tag’, after a show you clap clap your hands 1
your hands, etc.)
e
Grow helper: Read Granny Belinda’s question as a class
and elicit answers from the pupils..

Home-school link: Pupils play a clapping game with their

family.

t t t t t t
Practice:
Activity 3
Grow
Helper
Our World
video: Activity 4
Activity Book:
Practice
Ending the
lesson
Learning
path
53
3 Lesson 7 – My Everyday English Pupil’s Book page 39

Objectives Grow: Nurturing growth G ro w

• Lesson aim: to use imperatives to explain a game in society
• Functional language: My turn, touch your… , clap your… , close • Encourage a further sense of pupils’
your… , move your… social responsibility and actions by using
• Text type: a poster mini roleplays and class vote activities to
•    Recycled language: dance, ears, eyes, feet, hands, nose explore social initiatives.
D
• Point to the ‘Grow’ stepping stone and
GSE write We’re learning to play a game
• Productive: Speaking: Can use language related to basic together on the board.
actions (e.g. clap, close, move, touch). Can give basic
instructions. Materials:
ig
• Receptive: Reading: Can understand a few simple phrases • Audio; paper, colouring pencils
related to familiar, everyday activities.

Starting the lesson

3
it
G ro w
● Give pupils the following instructions (without
doing the actions) and ask them to do the
My Everyday English actions: close your eyes, touch your nose, open
your mouth, clap your hands, dance. Then do
al
1 Read and match. 2 3.17
Listen and tick (✓). the actions yourself and ask pupils to say the
instructions.
1 close your body 1 As
Read and match.
sess

● Ask pupils to look at the poster and read

2 touch your hands through the list of actions 1–4 as a class. Make
sure to check pronunciation and intonation.
3 clap your nose Then ask pupils to match the actions to the
S
●

parts of the body. Ask if they recognise the

4 move your eyes game. SUPPORT Before doing the matching
activity, point to your nose and say What’s this?
to help pupils review the body parts. STRETCH
am
3 Let’s play a game!
After the activity, ask pupils to make a new
Move sentence, mixing verbs and body parts.
your body!

ANSWER KEY: 1 close your eyes, 2 touch your

nose, 3 clap your hands, 4 move your body
Well done!

RECEPTIVE SKILLS TIP

Encourage pupils to match the words they
are confident with first and return to the ones
pl
I can give they aren’t sure of at the end. They may find
instructions.
the task easier when they have eliminated
39
other options.
Lesson 7 Giving game instructions
e

t t t t t
54 Starting
the lesson
Learning
path
Practice:
Activity 1
Practice:
Activity 2
Speaking
support
 3
2 3.17 Listen and tick (✓).
As
sess
I can shine! Assess
● Read the four actions out loud and ask pupils to repeat
after you. Check that they are familiar with all the

Grow
ACHIEVE The pupil can clearly give three
actions by asking pupils to do them and demonstrating
instructions for actions in the game.
if necessary. Then play the audio. Ask pupils to listen to
children playing the game and tick the correct boxes for
D
the actions they hear.
ADJUST The pupil can give some instructions but
● In L1, ask if they remember the rules of the game Simon with mistakes.
Says. Remind pupils they played Teacher Says earlier in ➔ Give pupils practice by modelling the sentences
the Unit and this game has the same rules – you only do and asking them to repeat them.
ig
the actions if you hear Simon Says first.

Activity 2 Audioscript EXCEED The pupil can accurately give three or

Child 1  y turn! I’m Simon now. Listen. Simon says
M more instructions in the game.
… touch your feet. ➔ Encourage pupils to use additional actions to
Child 1 Simon says … clap your hands. those on the Pupil’s Book page.
it
Child 1 … Now touch your nose.
Child 2 Ha ha, easy! I can touch my nose.
Child 1 Ha ha! No! Listen for ‘Simon says’! ● Give pupils time to add their Grow checkpoint sticker to
Child 2 Oh … OK. My turn. I’m Simon now! the page.
al
Ending the lesson
ANSWER KEY: touch your nose, clap your hands
● Nominate different pupils to come to the front of the
class and lead a round of Simon Says … .
TEACHER TIME TO SHINE: speaking in class
Ensure pupils have the necessary functional language Activity Book page 27 (See Lessons 6 and 7)
to play the game independently, e.g. My turn! Your
2  Read and write. Pupils write words in the gaps. They
S
turn! You’re out! Sit down! Practice this language
work in pairs to tell their partner the actions, and say
and make it more memorable by using gestures and
Well done when they do them.
actions, e.g. My turn! (point to yourself).

Home-school link: Pupils think of their own clapping game

3 Let’s play a game!
am
and tell a friend how to play.
● Put pupils in pairs. Remind them of the rules of the
game. They need to say their sentence e.g. (Simon says)
Touch your nose and their partner has to do the action
they say, provided they use Simon says … . If they don’t
say Simon says … their partner shouldn’t do the action.
Ensure they can also use phrases like My turn, Your turn
and Well done!.
pl
e

t t t t
I can shine:
Activity 3
Activity Book:
Practice
Ending
the lesson
Learning
path
55
3 Lesson 8 – Review Pupil’s Book page 40

Objectives Shine: Time to shine! Shine

• Lesson aim: to review language from the unit • Enable pupils of all abilities
•    Revised language: arms, ears, eyes, feet, hands, legs, to showcase achievements through
mouth, nose; dance, hop, jump, run; I’ve got… , I can/can’t … . differentiated steps. This can be
facilitated through groupwork, promoting
Materials: respectful interactions such as turn-
D
• Colouring pencils; Flashcards taking and developing cooperative
learning strategies such as Think, Pair,
Share and Peer learning and support.
• Point to the ‘Shine’ stepping stone and
ig
write We’re reviewing what we’ve learnt in
the unit on the board.

Starting the lesson

it
Review ● Ask pupils to look back through the unit, decide
which was their favourite lesson and say why (in
L1 if necessary).
Step 1 Remember
● D
iagn ose
Display pictures of the parts of the body
1 Trace. Read and match.
al
and actions they have learnt in the unit on the
ears eyes board or around the classroom. Give pupils 2–3
mouth minutes to look at and remember them. Remove
nose the pictures and ask pupils to work in pairs or
legs feet small groups to remember as many as they can
in 1 minute. Ask groups for their answers and
arms hands write correct ones on the board.
S
2 Look, read and circle. Step 1: Remember
I’ve got pink eyes / ears. ● The Review consolidates the target language
of the unit from the I can shine! checkpoints
I can / can’t dance. and helps prepare pupils for the unit projects.
am
Vocabulary from the Wonder spread is reviewed
3 What can you do? Draw or and say.
through reading and writing in Activity 1.
The story ideas from the Imagine spread are
reviewed in Activity 2. The speaking element in
Activity 3 consolidates the target structures and
language of the Build spread.
1 Trace. Read and match.
● Pupils trace over the words next to the picture.
I can jump. I can’t jump.
Ask pupils to look at the two toys. Point to the
pl
●

body parts and ask them to say what you are

40 Review Unit review pointing to. Then tell them to read the words
and match them to the body parts in the
pictures.
● SUPPORT Review body parts from Lesson 1
if necessary. STRETCH Ask pupils to cover
e
the words and name some body parts in the
pictures first, before they uncover the words to
match them.

t t t t t
56 Starting
the lesson
Learning
path
Review:
Activity 1
Review:
Activity 2
Extra
activity
 3
2 Look, read and circle. Unit 3 review notes
● Ask pupils to look at the pictures then read through the ● Use this space to take notes on what your pupils might
sentences and circle the correct option. need to revisit based on their performance in the review

Shine
● Read through the correct answers as a class. lesson.

ANSWER KEY: I’ve got pink ears. I can dance.

D
Extra activity
Ask pupils to think of one more thing each character
has (e.g. I’ve got two eyes, a black nose, etc).
ig
3 As
sess
What can you do? Draw  or  and say.
● Draw two smiley faces with just the eyes on the board.
Jump then say I can jump. Complete a smiley face with
a smiling mouth. Do the same for something you can’t
it
do, complete the second face with a sad mouth.
● Ask pupils to work in pairs and show partners their
smiley/sad faces and say what they can and can’t do.
al
Ending the lesson
● Ask pupils to draw a monster. Tell pupils it can have
as many eyes/arms/feet, etc. as they want. Ask them
to describe to a partner what it looks like and what it
can do, e.g. I’ve got eight eyes and six legs. I’ve got two
mouths and four ears. I can jump and hop. I can’t dance.

Activity Book page 26

S
1  race and match. Then play with a friend. Pupils
T
trace the words and then match the toys and
the words. Then in pairs or a group they play a
am
game. Review the words teddy bear, doll, robot and
elephant with pupils before playing the game.

ANSWER KEY: 1 I can jump. 2 I can hop. 3 I can dance.

4 I can run.

2  hink and write for you. Then tell a friend and

T
write. Pupils read the chart and complete it for
themselves, then talk to a friend.
pl
Home-school link: Pupils make an ‘I can do it!’ poster to
show their families.
e

t t t t t
Review:
Activity 3
Activity Book:
Practice 1
Activity Book:
Practice 2
Ending the
lesson
Learning
path
57
3 Lesson 9 – End-of-unit project and self-assessment Pupil’s Book page 41

Objectives Shine: Time to shine! Shine

• Lesson aim: Lesson aim: to make a talent show poster • Allow pupils of all abilities to
• Revised language: dance, hop, jump, run; clap your hands, demonstrate progress by modifying lesson
count to ten, touch your feet, touch your nose objectives, adapting pair or groupwork or
being creative with learning goals.
Materials: • Point to the ‘Shine’ stepping stone and
D
• Paper, colouring pencils, old socks, wool, buttons, coloured write We’re going to make a talent show
pens, glue, scissors, adhesive googly eyes poster on the board.
ig
Starting the lesson
SShhinnee 3 ● Draw a body on the board then write (in the
wrong order) five or more body parts (e.g. knee,
nose, foot, mouth, eyes) and ask pupils as a class
Step 2 Create to put the parts in the correct order from top to
it
bottom of the body.
4 Make a body poster. Show your class what
you can do!
Look! Step 2: Create
OneLook!
leg!
One
I can leg!
hop!
I can hop!
● This section revises Global Citizenship skills from
al
the Build and Grow spreads like critical thinking
Well done!
and collaboration. Activity 4 looks at creativity
and ‘making’ their project. Pupils are then
invited to collaborate and communicate in a pair
or small group before presenting their project in
front of the class.
● Make sure that pupils understand the steps to
Step 3 I can shine! success for the project, to enable them to carry
S
out the project successfully and to the best of
5 Read and tick (✓).
their ability. For example, instead of just asking
1 them to create a poster, give them clear step-
2
I can talk by-step instructions:
am
about my body. I can understand
a story about
1 Choose or draw the actions you want to show
abilities. on your poster.
3
4
2 Fill the whole page.
I can describe my
abilities. I can give 3 Use lots of colour.
instructions. 4 Write the words neatly next to the pictures.
● Show pupils what is required of them. Some
pupils may need more support to keep in mind
41
End-of-unit project and self-assessment
all the key elements of a successful project.
Other pupils may be aware of the key elements
but may require further suggestions to motivate
pl
them to improve. Above all, project work is
a chance for pupils to produce the language
they have been learning in class and will
provide useful assessment and remediation
opportunities.
e

t t t t
58 Starting
the lesson
Learning
path
Project:
Activity 4
I can shine:
Activity 5
 3
5 Make a body poster. Show your class what you can
do! Time to shine! Assess
● Give pupils time to create their poster. Tell pupils they

Shine
should draw a picture showing the body parts they saw ACHIEVE The pupil can name their body parts I’ve
in Activity 1, and write the second sentence saying what got (two eyes). The pupil can say what he/she can
they can do on the picture. do using I can (hop).
D
● Read the speech bubbles. Ask pupils to describe and
perform the actions they have created in their body ADJUST The pupil can name their body parts
poster for the whole class. Encourage other pupils to and say what they can do but with errors in the
say Well done! as they do their action sentence.
ig
● Tell pupils to find the I Can Shine! sticker at the back of ➔ Play the chant from Lesson 4 again, asking
the book and add it to the page. pupils to repeat each sentence.

PROJECT TIP
EXCEED The pupil can name their body parts
If you have the facilities, video the pupils’
and say what they can do using language from
performances. Re-watch the videos later in the
it
previous units. The pupil can praise others using
school year and ask pupils if they have improved at
Well done!
their talent and what else they can now do.
➔ Work on pupil’s intonation and pronunciation by
modeling examples.
I can shine!
al
7 Read and tick (✓). Ending the lesson
● Pupils now have the opportunity to reflect on what they
ob
al Citiz
e obhave learnt in the unit and what they can now do.
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e
● Look back at the lessons in the unit. Ask pupils which
lesson they enjoyed most and would like to do again.
Gl

Gl

Gl

Gl

Gl

Gl
n

Read the statements 1-4 as a class and ask pupils to

OptA
Let’s be
● I share I celebrate all I play with I try different I appreciate

Have a vote for each lesson and write the results on

friends toys! families! friends! food! special clothes

tick the sentences they agree with.

the board. Ask pupils to say in L1 why they enjoyed that
particular lesson.
S
OptB
Let’s be
friends
I share
Ask pupils to imagine there is someone visiting
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes

toys!

from another country and what game they would teach

Lorem ipsum
Activity Book page 27
him/her. Ask pupils to think how they would ask him/
OptC
Let’s be
friends
her to play and how they could help them enjoy the
I share
toys!
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes
1  hink and plan your puppet. Tell pupils they are
T
game. going to make a puppet monster. Tell them to
am
ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e
think about what their puppet will look like what
materials they will need to make it.
Gl

Gl

Gl

Gl

Gl

Gl
n

OptD
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

2  Make your puppet. Make sure children have access

to all the materials they need before they make
their puppet.
3  Play and say. In pairs, children use the model
sentence to introduce their puppet to their partner
and say what it can do.
Pupils then draw a monster in the space on the page and
pl
say what it’s got using the first person. Remind children
to give their monster all the body parts listed on the
page. Encourage children to show their monster to their
family and tell them about it.

Home-school link: Pupils make an ‘I can do it!’ poster to

e
show their families.

t t t t
Activity Book:
Project 1
Activity Book:
Project 2 and 3
Ending
the lesson
Learning
path
59
 Learning
experience 2 Making your own identity card
D
Step 1 Start! Remember! St
1 Point and say. Tell a friend. 3
ig
I like pizza. I don’t like pizza. I can hop. I can’t hop.
it
al
4
r. Be
Ask and answe
Step 2 Think! 2 yourself.

5
S
What’s your name? Joana
Pupil’s Book 1

How old are you?

am
Have you got brothers or sisters?

What’s your favourite colour? S

Learning Experience 2

What’s your favourite toy?

6
pl
What’s your favourite food?
I
What can you do? s
Y
e
W
W

52 Learning experience 2 Units 3 and 4

60
60
 eve
ble D lopme
ina 11

nt
Context: personal/social

ta
Sus

Goa
rd

ls
Sustainab Future skill: be responsible
le
cities an
communit d Sustainable development goal:
ies
citizenship
D
Step 3 Create!
3 Look again and correct three mistakes.
ig
NAME: Joana FAVOURITE COLOUR: green
AGE: six FAVOURITE TOY: doll
it
FAMILY: one sister FAVOURITE FOOD: strawberries
ACTIVITIES: jump
al
D
Res ig
o

4 Write your identity card.

ita rces
Resource

u
l
an identity card
PDF

5 Show your identity card and act out.

S
Excuse me, can I Yes. Can you show me

Pupil’s Book 1
have this book? your identity card?
am
Yes. Here you are. Thank you.

Step 4 !
Peer review Reflectio

Learning Experience 2
n
Time
6 Think and say. I can use
vocabulary about
pl
personal information.
I don’t like green, but I like I can fill in an
strawberries. identity card.
too!
You can dance and I can dance I can be myself.
We are similar!
e
We are different!

Learning experience 2 Units 3 and 4 53

61
 le worksheets Unit 3
Photocopiab
Amazing bodi
es 3
Name:

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2 I’ve got 4
/ arms b eyes.
3 legs 3 I’ve got 1
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c legs.

3 I can run / da4 nI’vcee .got 5 d mouth.

Teacher’s Photocopiable Resources

2 Look and tic

/ feet k (✓) or cross
4 eyes (✘).
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three toes.
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62
 Amazing bodi
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Name:

Class:
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Well done Ja
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63
 Amazing bodi
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64
 Posters
Level

Progress Chart
F01_RS_PB1_5478_F01.indd 3
D
W Unit 1

My Progress Chart
elcom Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
e

Listening
ig
I can recognise I can understand I can hear my words in I can listen to descriptions
my words. questions. dialogues. and information.

Reading

I can recognise I can read my I can read my phrases I can read short stories and
it
my words. words in stories. and sentences. descriptions.

Speaking

Level

I can shine !
I can say my words I can answer questions I can talk about my likes I can describe people and
and phrases. about me and my world. and abilities. things.
al
Writing

Me
I can make marks I can trace my I can copy / write my I can write my phrases and
and write numbers. words. words. sentences.
3

I share my toys!
6/30/20 9:24 AM

1 I can read
animals and
S
clothes words. 2 I can talk

I can say how I feel!

about animals
and clothes.
2 I can say
what food
3 I can find
1 I can read I like.
animals 4 I can choose
body and
in nature. clothes and
2 I can ask and food words.
1 I can name dress up.
answer about
my toys and toys and family. 4 I can ask
family.
am
I can jump!
3 I can play for food from
games with a menu.
my friends.
4 I can thank
someone.
3 I can ask
friends to play.

I can order food! 1

LEVEL 1 POSTER © Pearson Education Limited 2021

M01 Rise and Shine POS1 Global 16338.indd 1 3/17/21 1:07 PM

I explore nature!
pl
Level 1
Thank you

I can thank someone!

Granny

I can draw a picture!

Posters
e
I can work in a group!

LEVEL 1 POSTER © Pearson Education Limited 2021

M01 Rise and Shine POS1 Global 16338.indd 3 3/17/21 1:07 PM

65
 rs
Rise and Shine Towe
Level
D
Rise and shine,
It’s a beautiful day.
Hello! Welcome to Open your eyes,
Rise and Shine Towers.
Let’s learn and play!
ig
Find
Hi! I’m Dexter. What’s
it
your name?
al

LEVEL 1 POSTER © Pearson Education Limited 2021

M02 Rise and Shine POS1 Global 16338.indd 1 3/17/21 1:08 PM

S
Level

Level

About us !
am
Mia
Mia is Dexter’s big sister.
She likes to participate
in community life in Rise
and Shine Towers.

Bruno
Bruno is Elena’s brother.
He is curious about the
world. He asks a lot of
pl
Level 1

questions.
Granny Belinda
Mia and Dexter’s granny.
She’s patient, kind and
always busy in the rooftop
garden. She has a pet bird.
Posters

e
Kiki
Kiki is Mia and
Dexter Dexter’s cat.
Elena
Elena is Bruno’s sister. Dexter is new to Rise and
She is confident and Shine Towers. He is shy.
solves problems. He loves reading. He is
imaginative.
LEVEL 1 POSTER © Pearson Education Limited 2021

M02 Rise and Shine POS1 Global 16338.indd 3 3/17/21 1:09 PM

66
 Level

Level & 2
Vocabulary
D
v

Alphabet a b c Numbers and Colours

ig
2 4 5
d e g h i
1 3
f one two three four five

j k l m n o 6 7 8 9 10
it
six seven eight nine ten

p q? r s t u
al
orange green blue yellow purple

v w x y z black pink white brown red

LEVEL 1 & 2 POSTER © Pearson Education Limited 2021

M02 Rise and Shine POS1 Global 16338.indd 5 3/17/21 1:09 PM

S
Level a

2
Classroom Language
Level &
am
v

My classroom Seasons and weather

door desk chair bag pencil spring summer

pl
Level 1
book pen notebook rubber ruler
autumn winter

My feelings
Posters
e
I am... It’s snowy! It’s windy! It’s cloudy! It’s sunny!

 happy
 ok
 sad

LEVEL 1 & 2 POSTER © Pearson Education Limited 2021

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67
 Flashcards Unit 3
D
mum
ig
it
3/1/21 12:59 PM

LEVEL 1 FLASHCARDS
1
Global 16239.indd
© Pearson Educat
FC3 ion Limited 2021
M01 Rise and Shine M01 Rise and Shine
FC3 Global 16239.i
ndd 2

3/1/21 12:59 PM
al

dad
S
am
3/1/21 12:59 PM

LEVEL 1 FLASHCARDS
3
Global 16239.indd
© Pearson Educat
FC3 ion Limited 2021
M01 Rise and Shine M01 Rise and Shine
FC3 Global 16239.i
ndd 4

3/1/21 12:59 PM
Level 1

pl
Flashcards

brother
e

3/1/21 12:59 PM

LEVEL 1 FLASHCARDS
FC3 Global 16239.indd 5 © Pearson Educat
ion Limited 2021
M01 Rise and Shine M01 Rise and Shine
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68
D
sister
ig
it
3/1/21 12:59 PM

LEVEL 1 FLASHCARDS
7
FC3 Global 16239.indd © Pearson Educat
ion Limited 2021
M01 Rise and Shine M01 Rise and Shine
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ndd 8

3/1/21 12:59 PM
al

granny
S
am
3/1/21 12:59 PM

LEVEL 1 FLASHCARDS
9
Global 16239.indd
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FC3 ion Limited 2021
M01 Rise and Shine M01 Rise and Shine
FC3 Global 16239.i
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Level 1
pl
Flashcards

grandad
e

3/1/21 12:59 PM

LEVEL 1 FLASHCARDS
FC3 Global 16239.indd 11 © Pearson Educat
ion Limited 2021
M01 Rise and Shine M01 Rise and Shine
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69
 Story cards Unit 3

Auntie Who’s this?

Dexter This is my friend, Elena.
D
Auntie Hello, Elena!

Who’s Elena?
ig
LEVEL 1 STORY CARDS © Pearson Education Limited 2021

M03 Rise and Shine SC1 Global 16291.indd 1 2/26/21 5:00 PM M03 Rise and Shine SC1 Global 16291.indd 2 2/26/21 5:00 PM
it
Auntie What’s this?
Elena It’s a tablet.
Dexter Let’s look at your photos,
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Elena.

What colour is Elena’s tablet?

LEVEL 1 STORY CARDS © Pearson Education Limited 2021

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Elena My family is small… I’ve got
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a mum. That’s one. I’ve got
a brother, Bruno … That’s two.
Auntie Oh, hello, Bruno!

Who’s Bruno?
Level 1

LEVEL 1 STORY CARDS © Pearson Education Limited 2021

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Story cards

Bruno And Freddie the fish!

That’s three.
e
Elena Ha ha!

Who’s Freddie?

LEVEL 1 STORY CARDS © Pearson Education Limited 2021

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 Dexter And a friend!
D
Mia And me and Kiki!

Is Dexter Elena’s family?

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LEVEL 1 STORY CARDS © Pearson Education Limited 2021

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Dexter Oh, who’s this?
Elena It’s my cousin, Felipe! Oh, yes!
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We’ve got a cousin…

What’s the name of Elena’s cousin?

LEVEL 1 STORY CARDS © Pearson Education Limited 2021

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Elena Hello, Felipe!
Felipe Hello, Elena! Look! I’ve got
a new baby sister. This is Ana.

Who’s Ana?

Level 1
LEVEL 1 STORY CARDS © Pearson Education Limited 2021

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Story cards
Felipe And I’ve got a new baby
brother! This is Ramon.
Elena
Kiki Oh wow! Congratulations!
Miaowww!
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Dexter My baby cousins are small,
Aarrgh!
All but my family is big!
Ha ha!

Is Elena’s family big or small?

LEVEL 1 STORY CARDS © Pearson Education Limited 2021

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 ow ers hild
emp
ever y c
i a l
each their poten
t
o
t r
and shine
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For pupils
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• provides clear and
personalised learning
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pathways

• sparks curiosity and fosters

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creativity Pupil’s Book Activity Book
with Interactive Pupil’s Book with Interactive Activity Book
and Digital Resources and Digital Resources

• develops responsible citizens

by promoting sustainable
values
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• encourages the development
of future skills with a
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competence based approach Interactive Interactive
Pupil’s Book Activity Book

• includes a full range

of digital components
for flexible solutions

• offers extra reinforcement

Online 360ºgames Extra Online Practice
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and support to suit classes
with a diverse range of
previous English knowlege For teachers
• Teacher’s Book • Flashcards
• Posters • Presentation Tool
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www.pearsonELT.es/icanshine • Story Cards • Teacher’s Digital Resources

CEFR GSE
Level 1 <A1/A1 10-22

Level 2 <A1/A1 15-26

Level 3 A1 22-30
Level 4 A1/A2 26-35
Level 5 A2 31-39
We support the Sustainable Development Goals Level 6 A2 35-42