Rise and shine 6 tb

Michelle Worgan

ers every child
w
o
p
l
em
a
i
t
ach their poten
e
r
o
t

6

and shine.

Appealing stories and real-life content create a world that young
learners can relate to in their own lives. Well-structured activities
develop future skills, such as collaboration and teamwork,
communication, critical and creative thinking, and self-management.
Rise and Shine’s unique mix of printed and digital components is
designed for use in inclusive classrooms. Support for individual
learning needs ensures learners grow in confidence and achieve
their best, preparing them to become global citizens of tomorrow.

For pupils

• Pupil’s Book and eBook
• Activity Book and eBook
• Busy Book
• Digital Activities

Teacher’s Book and eBook with Digital Resources

Built-in GSE Learning Objectives allow teachers to track, plan and
measure each learner’s progress. Child-friendly charts show their
personal learning journey, promoting autonomy and responsibility.
With a rigorous approach to formative assessment, every lesson is
designed to help each child achieve their learning goals.

Plus:
• 360° online games powered by
• Assignable digital activities and tests
• Our World videos
• Themes from the Sustainable Development Goals

For teachers

GSE

Benchmark

Cambridge English

• Teacher’s Book

Level 1

10-22

-

Pre A1 Starters

• Flashcards

Level 2


15-26

Level 1

Pre A1 Starters

Level 3

A1

22-30

Level 2

A1 Movers

• Posters

Level 4

A1/A2

26-35

Level 3

A1 Movers

Level 5

A2

31-39

Level 3/4

A2 Flyers

Level 6

A2+

35-42

Level 4

A2 Flyers

• Presentation Tool
• Online Assessment Pack
with Test Generator
• Digital Resources

pearsonenglish.com/riseandshine
British English Edition

We support the Sustainable Development Goals

Michelle Worgan

CEFR

Teacher’s Book

and

eBook

with Digital Resources

www.frenglish.ru
RAS_GLB_L6_TBK_CVR.indd All Pages

6

35-42 A2+

20/05/2021 16:17


Teacher’s Book

Omer

Julia

6
Mateo

Su

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RAS_GLB_L6_TBK_TTL.indd 1

07/06/2021 13:56


Pearson Education Limited
KAO Two
KAO Park
Hockham Way
Harlow, Essex
CM17 9SR 
England
and Associated Companies throughout the world.

All rights reserved; no part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or
otherwise without the prior written permission of the Publishers.

67, ninitta 44, Paul Zimmerman/Contributor 70, PeopleImages
27, philips 41, Photography by Keith Getter (all rights reserved)
17, Rajesh Mhatre/EyeEm 16, Reinhard Krull/EyeEm 80,
sabelskaya 31, 53, 75, 76, Shaiith 74, simonlong 29, SolStock 81,
Somogyvari 93, ThamKC 49, Thomas Barwick 16, trendobjects 38,
visionandimagination.com 39, Vstock LLC 49, vuk8691 27, Walter
Zerla 30, Warren Faidley 39, Westend61 12, Wouter Glashouwer/
EyeEm 49, yanik88 79, Zinkevych 71; Pearson Education Ltd: Jon
Barlow 4, 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 20, 21, 22, 24, 25, 26, 32,
33, 34, 36, 37, 38, 42, 43, 44, 46, 47, 48, 54, 55, 56, 58, 59, 60, 64,
65, 66, 68, 69, 70, 75, 76, 77, 94, 95; Shutterstock.com: AC Rider
22, Agostinho Goncalves 44, Albina Tiplyashina 8, Daisy Daisy 12,
Donatas Dabravolskas 26, Elena Elisseeva 71, Ermolaev Alexander
12, Ewelina Wachala 29, 78, Fanfo 17, Fer Gregory 8, fizkes 12,
Ivan Kurmyshov 26, 27, kikk 79, Kongsak 16, leoks 22, New Africa
16, Norman Allchin 26, 27, V. Matthiesen 17, ViDI Studio 78,
yelantsevv 39

First published 2022

All other images © Pearson Education

pearsonenglish.com
© Pearson Education Limited 2022

ISBN: 978-1-292-37002-6
Set in Mark OT Pro Book
(Pupil’s Book pages set in Daytona Pro Primary)
Printed and bound by Ashford Colour Press Ltd, UK.
Acknowledgements
The publishers and authors would like to thank James Laidler
(Educational Consultant) for his feedback during the development
of the material and invaluable knowledge and guidance on the
Managing inclusive classrooms section of the book.
The publisher would like to thank the following for their kind
permission to reproduce their images:
Video screen shots 
By ITN Productions

Illustrated by BluBlu Studios (course characters); Judy Brown/
Independent: pp. 18, 40, 62; Moreno Chiacchiera/Beehive: pp.
35, 48; Fran and David Brylewski/Beehive Illustration: pp. 94–95;
Lyn Dylan/Sylvie Poggio: pp. 82–87; Denise Holmes/The Bright
Agency: pp. 9 (Create), 19, 29, 49, 53; Adam Linley/Beehive
Illustration: p. 24; Marco Lombardini/Sylvie Poggio: pp. 23, 37, 57,
91; Alejandro Mila/Sylvie Poggio: pp. 21, 58 (ex. 3), 78, 81; Simona
Rossi/Sylvie Poggio: pp. 28, 50, 72; Ana Sebastian/The Bright
Agency: pp. 13, 45; Kate Sheppard/Beehive Illustration: pp. 14, 36,
58 (ex. 1), 68.
www.un.org/sustainabledevelopment
The content of this publication has not been approved by the
United Nations and does not reflect the views of the United
Nations or its officials or Member States.

Pupil’s Book Acknowledgements
The publisher would like to thank the following for their kind
permission to reproduce their photographs:
(Key: b-bottom c-centre l-left r-right t-top)
Image Credit(s):
123RF.com: espies 12, moonborne 8, wirojsid 22; Abdullah
Bilgin: 70; Alamy Stock Photo: Archive PL 67, Chronicle 67,
dpa picture alliance 66, Image Source 39, jbdodane 44, Keith J
Smith 8, Paul Glendell 27, Paul Prescott 26, 27; Getty Images:
Adrian Weinbrecht 39, adventtr 44, Alberto Masnovo 52,
alejandrophotography 16, Alexander Spatari 80, Alexandra
Oquendo 38, Allan Baxter 22, andersboman 52, andresr 63,
Ashley Cooper 8, Bim 80, Binikins 38, Brais Seara 38, Busà
Photography 89, by Marc Guitard 29, Cameravit 61, carlosrojas20
16, CasarsaGuru 61, Catherine Falls Commercial 41, 93,
chasdesign 22, Chris J. Price 71, Claudiad 46, damircudic 81,
dennisvdw 44, Diversity Studio 17, Dmitry Marchenko/EyeEm
93, doble-d 71, duaneellison 41, Dzmitrock87 61, Edgardo
Contreras 17, Elva Etienne 93, ewg3D 27, Floortje 17, funstock
73, goodynewshoes 78, Handini_Atmodiwiryo 79, Imgorthand
88, jaroon 71, Jennifer Lourie/Contributor 70, Joff Lee 16,
kate_sept2004 73, Katrin Ray Shumakov 90, Kevin Dodge 61,
Klaus Vedfelt 49, Kwanchai Chai-Udom/EyeEm 78, laflor 12,
Lightvision, LLC 80, Madhankumar Udhayakumar 22, MarioGuti
61, 92, MB Photography 41, Meaghan Skinner Photography
17, michaklootwijk 44, mixetto 60, Monica Schipper/Stringer

www.frenglish.ru
RAS_GLB_L6_TBK_IMP.indd 1

30/06/2021 09:07


Pearson Education Limited
KAO Two
KAO Park
Hockham Way
Harlow, Essex
CM17 9SR 
England
and Associated Companies throughout the world.

All rights reserved; no part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or
otherwise without the prior written permission of the Publishers.

67, ninitta 44, Paul Zimmerman/Contributor 70, PeopleImages
27, philips 41, Photography by Keith Getter (all rights reserved)
17, Rajesh Mhatre/EyeEm 16, Reinhard Krull/EyeEm 80,
sabelskaya 31, 53, 75, 76, Shaiith 74, simonlong 29, SolStock 81,
Somogyvari 93, ThamKC 49, Thomas Barwick 16, trendobjects 38,
visionandimagination.com 39, Vstock LLC 49, vuk8691 27, Walter
Zerla 30, Warren Faidley 39, Westend61 12, Wouter Glashouwer/
EyeEm 49, yanik88 79, Zinkevych 71; Pearson Education Ltd: Jon
Barlow 4, 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 20, 21, 22, 24, 25, 26, 32,
33, 34, 36, 37, 38, 42, 43, 44, 46, 47, 48, 54, 55, 56, 58, 59, 60, 64,
65, 66, 68, 69, 70, 75, 76, 77, 94, 95; Shutterstock.com: AC Rider
22, Agostinho Goncalves 44, Albina Tiplyashina 8, Daisy Daisy 12,
Donatas Dabravolskas 26, Elena Elisseeva 71, Ermolaev Alexander

12, Ewelina Wachala 29, 78, Fanfo 17, Fer Gregory 8, fizkes 12,
Ivan Kurmyshov 26, 27, kikk 79, Kongsak 16, leoks 22, New Africa
16, Norman Allchin 26, 27, V. Matthiesen 17, ViDI Studio 78,
yelantsevv 39

First published 2022

All other images © Pearson Education

pearsonenglish.com
© Pearson Education Limited 2022

ISBN: 978-1-292-37002-6
Set in Mark OT Pro Book
(Pupil’s Book pages set in Daytona Pro Primary)
Printed and bound by Ashford Colour Press Ltd, UK.
Acknowledgements
The publishers and authors would like to thank James Laidler
(Educational Consultant) for his feedback during the development
of the material and invaluable knowledge and guidance on the
Managing inclusive classrooms section of the book.
The publisher would like to thank the following for their kind
permission to reproduce their images:
Video screen shots 
By ITN Productions

Illustrated by BluBlu Studios (course characters); Judy Brown/
Independent: pp. 18, 40, 62; Moreno Chiacchiera/Beehive: pp.
35, 48; Fran and David Brylewski/Beehive Illustration: pp. 94–95;
Lyn Dylan/Sylvie Poggio: pp. 82–87; Denise Holmes/The Bright

Agency: pp. 9 (Create), 19, 29, 49, 53; Adam Linley/Beehive
Illustration: p. 24; Marco Lombardini/Sylvie Poggio: pp. 23, 37, 57,
91; Alejandro Mila/Sylvie Poggio: pp. 21, 58 (ex. 3), 78, 81; Simona
Rossi/Sylvie Poggio: pp. 28, 50, 72; Ana Sebastian/The Bright
Agency: pp. 13, 45; Kate Sheppard/Beehive Illustration: pp. 14, 36,
58 (ex. 1), 68.
www.un.org/sustainabledevelopment
The content of this publication has not been approved by the
United Nations and does not reflect the views of the United
Nations or its officials or Member States.

Pupil’s Book Acknowledgements
The publisher would like to thank the following for their kind
permission to reproduce their photographs:
(Key: b-bottom c-centre l-left r-right t-top)
Image Credit(s):
123RF.com: espies 12, moonborne 8, wirojsid 22; Abdullah
Bilgin: 70; Alamy Stock Photo: Archive PL 67, Chronicle 67,
dpa picture alliance 66, Image Source 39, jbdodane 44, Keith J
Smith 8, Paul Glendell 27, Paul Prescott 26, 27; Getty Images:
Adrian Weinbrecht 39, adventtr 44, Alberto Masnovo 52,
alejandrophotography 16, Alexander Spatari 80, Alexandra
Oquendo 38, Allan Baxter 22, andersboman 52, andresr 63,
Ashley Cooper 8, Bim 80, Binikins 38, Brais Seara 38, Busà
Photography 89, by Marc Guitard 29, Cameravit 61, carlosrojas20
16, CasarsaGuru 61, Catherine Falls Commercial 41, 93,
chasdesign 22, Chris J. Price 71, Claudiad 46, damircudic 81,
dennisvdw 44, Diversity Studio 17, Dmitry Marchenko/EyeEm
93, doble-d 71, duaneellison 41, Dzmitrock87 61, Edgardo
Contreras 17, Elva Etienne 93, ewg3D 27, Floortje 17, funstock

73, goodynewshoes 78, Handini_Atmodiwiryo 79, Imgorthand
88, jaroon 71, Jennifer Lourie/Contributor 70, Joff Lee 16,
kate_sept2004 73, Katrin Ray Shumakov 90, Kevin Dodge 61,
Klaus Vedfelt 49, Kwanchai Chai-Udom/EyeEm 78, laflor 12,
Lightvision, LLC 80, Madhankumar Udhayakumar 22, MarioGuti
61, 92, MB Photography 41, Meaghan Skinner Photography
17, michaklootwijk 44, mixetto 60, Monica Schipper/Stringer

www.frenglish.ru
RAS_GLB_L6_TBK_IMP.indd 1

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Contents
Course overview
Scope and sequence

4

Introduction

6

Using Rise and Shine

8

Component overview

10

Course methodology
Skills development in Rise and Shine

12

Future skills

13

Unit walkthrough

15

Measuring progress in Rise and Shine

18

Practical tips and planning
Managing inclusive classrooms

21

Teaching with video

22

Facilitating speaking

23

Teaching with posters

24

Classroom management

25

Games and extensions

26

Classroom language

28

Course planning

29

Teaching notes and scripts
Teaching notes

30

Activity Book 6 audio script

172

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e
c
n
e
u
q
e
s
d
n
a
e
p
o
Sc
Welcome
to our summer
camp!

4

1

Let’s stay
healthy

2

Let’s be
green
Review 1
Our lives

3

Natural
world

4

All about
water
Review 2
Our world

5

Fair future

6

Sharing the
message

Review 3
Our future

Vocabulary 1

Grammar 1

Vocabulary 2

Grammar 2

At the camp: cabin, camp
leader, door, gate, picnic
table, roof, rope swing, seat,
summer camp, window

What are you going
to do? I’m going to /
not going to (sleep in
a cabin).

Putting on a show: act in
a film, design a programme,
perform on stage, play in a
band, put on a show, write
a song

You go first! What do
you think? What do
you reckon?

Food: chocolate, kiwi, lemon,
onion, pear, peas, pepper, salt,
sweets, watermelon

I found a lot of (green
peppers).
I didn’t find any
(red peppers).

Illnesses: feel sick, go to
the doctor, have a cough,
have a headache, have a
temperature, take medicine

Did (she) go to the
doctor? Yes, she did.
No, she didn’t.
What did you do?
Where did they go?

Short adjectives: dark,
empty, full, hard, large, light,
messy, soft, tidy, tiny

The door is the
darkest part of the
cabin.

Long adjectives and

places: ancient castle,
eco-friendly theme park,
modern skyscraper,
picturesque tower,
traditional palace,
wonderful mansion

(The skyscraper) is
the most modern
(building).

The natural world: cave,
cloud, earth, grass, path,
plant, rainbow, stream,
waterfall, woods

The sun was shining.
Was Su digging the
holes? Yes, she was. /
No, she wasn’t. Were
the children planting
trees? Yes, they were. /
No, they weren’t.

Extreme weather:
drought, earthquake, flood,
thunderstorm, tornado,
volcano

What were you doing

when… ? I was / We
were… . Were you
sleeping? Yes, I was. /
No, I wasn’t.

In the bathroom: brush,
comb, shampoo, shower,
sink, soap, tap, toothbrush,
toothpaste, towel

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

Water: bucket, spring, toilet,
water charity, water pump,
well

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

Jobs: businessperson,
cook, dentist, engineer,

farmer, firefighter,
journalist, mechanic, nurse,
photographer

I’ll become a
firefighter. I won’t
be a photographer.

Life events: get a flat, get
a job, go to university, grow
up, have a pet, leave school

What will you do
when you grow up?
Will you have a pet?

Films: actor, camera, camera
operator, costume, director,
location, props, scene, script,
soundtrack

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

Sharing the message:
appear on television,
give a speech, make a
documentary, publish a

book, share a message
online, write a blog

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

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!

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

Course overview

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Pronunciation

Real-world

writing

Functional language

Global citizenship

Talking about preference
I want to… because…

Working together to
make the world better.

bed /e/, better /ə/

Paraphrasing
So, you mean that… In other
words,…

Learning about
world food
curry, sushi, tacos,
yoghurt

An online message

A healthy picnic

ten /t/, den /d/

Talking about degree

It’s too dark. It isn’t light enough.

Appreciating ecofriendly buildings
carbon dioxide, oxygen,
solar panels, wind
turbine

A photograph
description

An eco-friendly
home

thin /n/
thing /ŋ/

Talking about the weather
What’s the weather like today?
What’s it going to be like
tomorrow?

Understanding climate
change
hurricane, rainfall, rise,
temperature

An informal email

A speech about
climate change

kid /ɪ/, kind /aɪ/

Making requests
Can I sit down, please? Could I
have a drink, please? Do you mind
if I open the window?

Learning how to save
water
dishwasher, flush, tank,
washing machine

A campaign poster

A ‘Save water’
campaign

sell /e/, sale /eɪ/

Making predictions
Where will we live in the future? We
might live in eco-friendly homes.
We may stop using cars and we
could ride bikes everywhere.

Learning how to make
a difference
disabled, equal, rights,
support (v)

A simple prediction
about the future

A digital news story

safe /f/, save /v/

Retelling a story
It’s about… . First,… Then,…
Next,… In the end,…

Appreciating young
activists
inspiring, responsible,
successful, unsuccessful

A simple biography

A film about making
a difference

Future skills

Future skills 1: Encouraging others
Future skills 2: Sustainability
Future skills 3: Presentation skills

Project
A show programme

Future skills 4: Self-control
Future skills 5: Trust
Future skills 6: Making decisions

Course overview

5

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Introduction
Rise and Shine is a six-level primary course that develops language alongside global citizenship and future skills. Fun
Build
Wonder
Imagine
Grow
characters, relatable stories and real-life videos support
Shine 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.

Our
healthy picnic
menu

Rise Create
and Shine provides a unique toolkit to support teachers in identifying and addressing the needs of every pupil. Clear,
measurable
outcomes that pupils can see and celebrate motivate them to engage with the new experience of language
A group of international students
6
is visiting yoursupport
school. Plan and
a
learning. Targeted
achievable activities mean that every pupil has a chance to thrive and teachers can address
healthy picnic to welcome them.
challenges
such
as
mixed
ability
and special educational needs.
1 What are you going to have for a starter?

Starter

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

Sushi: fish, vegetables
and rice

3 What are you going to have for dessert?

Course
principles
7

Share your ideas with your group.

A sense of purpose
8

A step-by-step approach

Main course

Design your picnic menus.

Fish tacos and salad:
peppers, peas
and onions

Rise and Shine has been designed with deliberate progress
in mind. Every activity and lesson builds towards a clear
witha
‘This
is our…’
or ‘Look
objectiveStart
and
final
unit
project that gives every pupil their

our…’ Listeners then know what
Time to at
shine.
Structured
lessons support pupils in acquiring
you’re
going
to talk about. Finish
with an interesting
sentence that
the knowledge,
language
and tools they need as they work
listeners remember!
Dessert
towards their Time to shine.
Fruit salad: watermelon,
pears and kiwis

Time to shine!
9

Present your picnic menu to
the class.

This is our healthy picnic menu!
We ate sushi for a starter and then we
had fish tacos and salad for the main
course. We cut a watermelon, some
pears and some kiwis. We made a fruit

salad for dessert. It was delicious!

10

Make a class display. Vote for your
favourite healthy picnic.

Clear progress and accessible learning outcomes

Shine on!
Find a real menu.
What healthy food
can you see?

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

Unit project A healthy picnic

19

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

M02_RS_PB6_5607_M02.indd 19

activities that spark interest, draw on prior
knowledge and set out the quest for the unit

Imagine

imaginative stories and activities that encourage
cognitive engagement

Grow

Shine

6

6/10/21 5:18 PM

Wonder

Build

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

the unit, where pupils are supported through the steps to
create and present a project of their own.

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

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

assess progress at each stage of the unit.

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

Course overview

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Welcome to the Rise and Shine
summer camp
Each level of Rise and Shine takes place in a different
setting that is relatable to pupils but offers opportunities to
explore. Level 6 takes place at the summer camp, where we
meet the following main characters: Julia, Su, Mateo, Omer
and Anita. Pupils will relate to the importance of team
work and collaboration as the characters work together to
complete the challenges, which they hope to present at the

end-of-summer show.

Course overview

7

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19/07/2021 19:37


Using Rise and Shine
Vocabulary and structures

Real world links

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

vocabulary items are presented in Lesson 6 as part of
global citizenship.

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

In Level 6, grammar structures are taught in simple chunks
that pupils are able to grasp more easily than complex
grammar rules. New structures are presented in a reading or
listening context in Lessons 2 and 4. New language is clearly
highlighted in boxes on the Pupil’s Book page which provide
a reference point for pupils as they learn and practise.
Grammar is further consolidated through a song in lesson 4.
Every lesson includes opportunities for pupils to recycle
language from previous lessons and units. New language is
never presented in isolation but in the context of what pupils
have already learnt so that they are more likely to retain it.

Skills
Rise and Shine systematically develops the four skills
through a stepped approach clearly defined in the lesson
flow. Each skill is developed independently in the early part

of the unit, before being brought together with an integrated
skills approach in the Grow stage. Learning objectives
covered in Rise and Shine have been specifically selected to
help pupils at this level develop skills in a structured way.
Special emphasis is put on communication, with a dedicated
lesson in the Build stage to develop spoken communication
skills and confidence. For more detailed information on how
skills are developed in Rise and Shine, see page 12.

Global citizenship
A dedicated global citizenship lesson provides opportunities
for pupils to explore the wider world by bringing real
world content into the classroom. Each unit has a different
global citizenship focus that encourages pupils to think
about global and local contexts, with emphasis on cultural
awareness, empathy with local and global issues, and socialemotional skills development. For more information on global
citizenship, see page 13.

8

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

Inclusive classroom
Rise and Shine is specially developed to support every
pupil to achieve. Assessment for Learning methodology and
personalised activities support all pupils, with opportunities
for extra support and stretch embedded into the lessons.
Teachers are provided with clear guidance and targeted
support in formative assessment activities, as well as tips
and tricks throughout the course. For more information on
managing inclusive classrooms, see page 21.

Assessment
Rise and Shine offers comprehensive in-course assessment
to measure pupils’ mastery of the language and skills taught
in the Pupil’s Books in relation to specific learning outcomes.
A Diagnostic test helps teachers to check previous learning
and identify any areas for particular attention throughout
the year. Dedicated activities in the Pupil’s Book provide
opportunities for informal assessment at every stage of the
unit, while Unit tests provide a more formal assessment
of the unit objectives. Review lessons and cumulative
Progress Review tests every two units enable teachers to
check progress regularly against the key learning outcomes
for the level. The final End of Year test offers a more
formal evaluation of the year’s learning. For more detailed
information on how to assess pupil performance, see pages
18 and 19.

Course overview

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

• a wide variety of purposeful activities so pupils never feel

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

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

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

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

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

Course overview

9

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

Activity Book and Activity Book eBook

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

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

Imagine

Wonder

Let’s stay healthy

1

9

Learn to paraphrase.

Iw

Let’s stay healthy

2

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

3

4

4 watermelon
5 lemon
6 chocolate
7 sweets
9 salt
10 pear

10

1

1.01

Listen and explore.

2

1.02

Listen, point and say.

44

4

Watchthe
thevideo.
video.
Watch

5

They went to the garden.

Imagine you went to a garden yesterday. What did
you find? What healthy lunch did you make?

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

lemons

2 Onions,
types of vegetable.

,

and
and

are types of fruit.
are

3 Some people put
but it isn’t very healthy.

on food to add flavour

4 Sweets and

contain a lot of sugar.
Tell me!

I saw some watermelons and a lot
of grapes! I made a fruit salad!

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

I can talk about a healthy meal I made.

Vocabulary Food

Structures
StructuresI Ifound
found(orange
(orangepeppers).
peppers)./ /I Ididn’t
didn’tfind
find(red
(redpeppers).
peppers).

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M02_RS_PB6_5607_M02.indd 11

11

4

(see) some lemons.
(not / see) any kiwis.

5 She

(put) the bag of pears in the fridge.

6 She

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

Look and write in the past form.
cut

find

make put

not see

eat

not make

in the garden together!

Look at Activity 1. Write.
1 Watermelons,

What did they do at the camp yesterday? Say.

I can shine!

Lookand
andsay.
say.
Look
There are a lot of
kiwis and some pears.

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

8 kiwi

10

Last Saturday, I saw my friends.

33

What can you see?

10

9

2

(not / find) any onions.

delicious red peppers, onions, a cucumber and
any peas
a watermelon. But I 4
or kiwis. I 5
a fruit salad or a
vegetable salad. I made a fruit and vegetable
the vegetables and the
salad! I 6
watermelon into small squares. Then I
7
them in the bowl and added
some lemon. Yum! We all 8
lunch

9

7

8

T

(find) some peppers.

4 She

go

6

5

Read and say in the past form.

found

3 She

made
Last Saturday I 1
(make)
to
lunch for my family! I 2
the market in the morning to get some fresh
fruit and vegetables. I 3
some

8
5

Every Saturday, I 1see my friends. In the morning, I
2
make some sandwiches for a picnic. I 3don’t make
egg sandwiches. I 4put the picnic in my bag and
I 5go to the park. We 6eat our lunch then we 7do
athletics. We 8don’t go shopping!

Lesson11
Lesson

7

2

3

4

do – did make – made go – went see – saw
find – found cut – cut put – put eat – ate

8

6

2

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

5
2

3 pepper

2

3

Read and learn.

I didn’t find any red peppers.

1

2 peas

p e a s

Grammar

10

der

1 onion

Vocabulary

1

Read and write. Then listen and answer. True or false?

2 She

Add a comment

1

1.04

1 Sally

Name four types of fruit or vegetable.
Lesson 1

Structures

Lesson 2

1

Let’s review!

Omer

3

4

on

Shine

Yesterday, we did our first camp challenge! We made
a healthy lunch! First, we went to the garden. I
found a lot of yellow, green and orange peppers. But
I didn’t find any red peppers. Mateo picked some
tomatoes and onions. Then, we made vegetable
kebabs. We cut the vegetables and we put them on
sticks. We cooked them on the barbecue and then we
ate our kebabs together. It was fun!

7

Understand a folk story.

What healthy
food do people eat
in your country?

Grow

Read and listen.

Summer camp challenge blog: A healthy lunch

Talk about a healthy meal.

Design a healthy picnic.

1.03

BLOG

6

healthy food.
Write an online message about

Build
Lesson 2

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

I can shine!

3

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

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

make
eat
find
put
see

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

5

6/10/21 5:17 PM

Busy Book

Rise and Shine on the Pearson English Portal

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

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

althy
Let’s stay he Order the letters to

vice

ctor’s ad
Mateo Do

Imagine wit

h

make food words. Then
look, find and number.

I went to the kitchen and I found...

5

Su:
Where did you go yesterday?
Omer: I went to the doctor. There was
a long queue! I saw Sarah, Lola
and Max there.
Su:
Why did you go? What was the
matter?
Omer: I had a cough and a temperature.
Su:
Did you have a headache?
Omer: Yes, I had a bad headache too.
Su:
Who did you see?
Omer: I saw Doctor Green – my favourite
doctor! She told me to take some
medicine, to rest and to drink a
lot of water.

Su:
Do you feel better now?
Omer: Yes, I feel much better today!

7

6

4

2
3

1

8

AW_1.1a

10

9

epar

lamtereown

psae

noion

tals

ecoclhaot

ikwi

mnelo

teswes

epeprp

What’s the matter?
Write.
You’re the doctor! Ask questions.

Use the letters
to make food words
you know.

Word wheels
c

f

i

s

h

p

h

e

ar
e

s

e

c

Sarah

?
?

Lola

ak
e

?
Max

?
3

2
Rise and Shine_BB6.indd 2

10

I cut my finger!

05/07/2021 09:18

Rise and Shine_BB6.indd 3

05/07/2021 09:20

Course overview

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For teachers
Teacher’s Book
The Teacher’s Book supports teachers in planning and
making sure pupils get the most out of Rise and Shine.
It provides step-by-step lesson plans for every lesson,
along with ideas for extra activities and games. It

also provides a detailed introduction that outlines the
methodology, as well as recommendations for effective
use of all the course resources.
Lesson 1 – Vocabulary

1

Pupil’s Book page 10
Wonder
Wonder: sparking curiosity
Foster curiosity about the topic by
drawing a KWL table with three columns on the
board for pupils to copy: K (I know), W (I want to
know) and L (I’ve learnt). Pupils complete the first
two columns now, then complete the third column
at the end of the unit.
Point to ‘Wonder’ on the progress path and write
the learning objective on the board: We’re learning
to talk about healthy food.

GSE
Productive: Speaking: Can describe a picture showing a
familiar scene or activity using simple language, if prompted
by questions.
Receptive: Listening: Can identify specific information in
short, simple dialogues in which speakers make arrangements
to do something, if spoken slowly and clearly.

•
•

•

Materials
Audio; Our World video; Flashcards

●

Big Picture: What can you see?
●

Learn to paraphrase.
healthy food.
Write an online message about

●

3

Design a healthy picnic.

●

Iw

4
on

der

What healthy
food do people eat
in your country?

1

5

1

2
●

1 onion

●

Lesson 1

2 peas
4 watermelon
5 lemon
6 chocolate
7 sweets
8 kiwi
9 salt
10 pear

3

What can you see?

3 pepper

1

1.01

Listen and explore.

4

2

1.02

Listen, point and say.

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

Watch the video.

●

Look and say.
There are a lot of

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

10

Vocabulary Food

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●

●

40

D

iagn o

se

1.01

3

●

Listen and explore.

Listen, point and say.

t

t

t

t

t

t

t

Starting
the lesson

Learning
path

Big Picture

I wonder

Presentation:

Activity 1

Presentation:
Activity 2

Flashcards

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05/07/2021 10:46

Activity 1

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

●

1.02

Present the vocabulary using the flashcards.
Play the audio and have pupils point to each item in
Structures I found (orange peppers). / I didn’t find (red peppers).
the picture and repeat the word.
Use the flashcards to elicit the words from the
class.
Ask concept checking questions, e.g. Who is cutting
a watermelon? Who is looking at the (peppers)?

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

Watch the video.

Tell pupils that they are going to watch a video about
healthy and unhealthy food. Ask them to predict the food
they will see in the video.
Play the video, pausing where appropriate to ask
comprehension questions, e.g. What happens when you eat
unhealthy food?

4
●

Look and say.

Invite two pupils to read the examples while the others point
to the food in the picture.
Pupils take turns to describe the picture in pairs. Monitor
to make sure they are using the correct vocabulary and
structures. SUPPORT Review quantifiers some, a lot of, a
few with There is / are. STRETCH Encourage pupils to make
negative sentences using There isn’t / aren’t any / many…

Ending the lesson
●

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

Extra time: Pupils classify the food words into healthy and
unhealthy.

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

●

Look at Activity 1. Write. Pupils complete the sentences
with the correct words from Activity 1.

ANSWER KEY: 1 pears, kiwis, 2 peppers, peas, 3 salt,
4 chocolate
Wonder helper: Pupils rank the foods in order according to
their personal opinion. They then compare with a friend.

WONDER HELPER

troduc

Tell pupils the children are going to do their first
challenge at the summer camp. Invite them to
predict what the children are going to do.
Play the audio then check answers (they are going
to make a healthy lunch).
Ask follow-up questions and play the audio again,
e.g. What do they decide to make? What do they
make for dessert? SUPPORT Play the audio as
many times as necessary. STRETCH Ask questions
to elicit a personal response to the audio, e.g. Do
you like vegetables?

2
●
●

In

Elicit the names of the characters and any known
words from the picture, e.g. adjectives to describe
people, clothes and objects.
See if pupils can name any of the food items.
Have pupils describe the picture in pairs.
SUPPORT Write questions on the board to support
the discussion, e.g. Who can you see? What are they
doing? STRETCH Write question word prompts

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

Pupils think of and write four fruits or vegetables.

Look and write the words. What’s the hidden food?
Pupils look at the pictures and complete the puzzle.

ANSWER KEY: 2 kiwi, 3 onion, 4 sweets, 5 watermelon,
6 pepper, 7 pear, 8 lemon, 9 chocolate, 10 salt
Hidden word: pineapples

Read the question, then elicit answers from the class.
Encourage pupils to give reasons for their answer.

e

Let’s stay healthy

Understand a folk story.

1

The theme of this unit links explicitly to the Global
Citizenship theme of eating healthily and recognising the
diversity in food habits around the world. Have pupils
do research to find out more about the healthy foods
commonly eaten in their country.

Write the unit title on the board. Arrange pupils

in teams and challenge them to think of different
ways to stay healthy. Teams take turns to give
answers for points until they run out of ideas.

s R e v i ew

2

Extra activity

Starting the lesson: warm up

Talk about a healthy meal.

t’

I wonder

•

●

Activity Book page 4

TEACHER TIME TO SHINE: repeated practice
The more times pupils see, hear and use new vocabulary,
the more likely they are to commit it to their long-term
memory. Use a variety of techniques to provide plenty of
exposure, e.g. have pupils classify the words in different
ways (by meaning, e.g. fruit / vegetables / other or

healthy / unhealthy; or by number of letters or syllables).
You can also play word games, describing games, miming
or drawing games.

•

Wonder

•
•
•
•

Le

Objectives
Lesson aim: to name healthy food
Target language: chocolate, kiwi, lemon, onion, pear, peas,
pepper, salt, sweets, watermelon
Recycled language: carrots, sugar, tomatoes
Receptive language: challenge, kebab, stick, barbecue

!

1

Rise and Shine on the Pearson English Portal
Presentation tool

Play a memory game to review the target vocabulary. Pupils

sit in a circle. One pupil makes a statement, e.g. There’s a
watermelon. The next pupil repeats the sentence and adds
one more. Pupils continue to add sentences until someone
can’t remember them all.

Pupil’s Book audioscript

Anita
So, are you ready for your first camp challenge?
Children Yes!
Anita
Great! OK, your first challenge is to make a
healthy lunch for everyone at the camp!
Omer
Hooray! I love cooking!
Anita
Here’s our garden. You can use any vegetables
you want!
Omer
It’s so colourful! What are we going to cook?
Mateo
Hmmm, there are some onions, some tomatoes
and a lot of lovely peppers. There are also a lot of
peas and some lemons, too. What can we make
with those vegetables?
Omer
Let’s make vegetable kebabs!
Mateo
Yes! They’re healthy and delicious!
Omer

They’re fun to make, too! Let’s pick some onions,
peppers and tomatoes…
I’ve got an idea! We can make vegetable kebabs
for the visitors to the summer camp show too!
Mateo
Good idea! OK, so how do we make the kebabs,
Omer?
Omer
We have to cut the vegetables into small pieces
and put them on these sticks. Then we can cook
them on the barbecue.
Mateo
We can make a fruit salad for dessert with these
kiwis and pears. What do you think, Omer?
Omer
Great idea! And we can serve them to…
Mateo
…the visitors to the summer camp show!
Omer
Yes! Good idea, Mateo!

t

t

t

t

t

t

t

Extra
activity

Our World video:
Activity 3

Practice:
Activity 4

Wonder
Helper

Activity Book:
Practice

Ending
the lesson

Learning
path

M02_RS_TB6_6017_M02.indd 41

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05/07/2021 10:46

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

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

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

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

• an assessment pack,

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

Flashcards

Posters

There are 106 flashcards at Level 6, illustrating the
vocabulary sets for each unit. The lesson plans offer
ideas and support for using flashcards to present,
practise and consolidate language through games
and activities.

The posters designed for Rise and Shine are a great visual
aid and can be used throughout the course. The posters
include an introduction to the Level 6 characters and
setting, vocabulary items, the Pupil’s Book Progress Chart,
encouraging mindfulness and a growth mindset.

Course overview

11

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Skills development in Rise and Shine
Speaking

Support

Lowest within range

Highest within range

Stretch

Can describe where an
animal lives in a simple
way. (34)

Can talk about a familiar
place in a basic way. (35)

Can make simple
predictions about the
future, given a model.
(42)

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

The skills syllabus has been developed using the Global
Scale of English (GSE) Learning Objectives and the GSE Skill

Development Framework for Young Learners, which provides
structured scaffolding to support teachers and pupils.
At Level 6, the GSE range covered is 35–42 as core but
includes learning objectives as high as 46 as stretch.
The four skills are systematically developed within each level
and across the course as a whole.
Reading: Tasks are designed to gradually increase
proficiency in terms of speed, accuracy, comprehension,
interactive reading skills and use of reading strategies, as
well as to enrich vocabulary. Texts used gradually increase in
length and complexity over the course so that the challenge
is always appropriate to the level of the pupils. By the end
of Level 6, pupils should have developed their early reading,
decoding and phonics skills introduced and practised in
Levels 1–4. They should comfortably identify the number
of syllables in a word, and recognise familiar words in
unfamiliar contexts in stories and descriptive texts.
Writing: Writing skills are developed and coordinated with
reading skills so that pupils are able to master both reading
and writing in English. In Level 6, pupils will be expected to
work on their text complexity and on their text development
strategies, with the highest expectation of writing to be
writing a short text of 3–4 compound sentences, based on
a model.

GSE Learning Objective: Can make simple predictions
about the future, given a model. (42)
Competency: Building Complexity – talking about and
describing a range of topics, situations, feelings, and
attitudes with an increasing level of detail and complexity.

Development Indicator: Learners can use a range of
common language to talk about and describe a variety
of situations, opinions, or attitudes in short stretches of
speech.
The development indicators capture each discrete skill that
pupils are aiming to acquire. Breaking the skills down in this
way supports the development of related skills that build on
one another and are at the right level, giving pupils the best
chance to learn and achieve.
The skill coverage charts on the Pearson English Portal show
the key skills covered across the course and the learning
objectives in each level that relate to these. By monitoring
pupil performance on the tasks relating to these objectives,
teachers can see how pupils are progressing within and
across levels and where they may need more opportunity to
practise, so they can build this into their planning. Note that
lessons are based on individual learning objectives but pupil
progress is measured in terms of their performance on the
key indicators selected for the course.
The Pupil’s Progress Chart enables pupils to think about and
document their progress in an age-appropriate way as they
move along the learning journey. Teachers can also use the
chart as a clear visual reference to showcase pupils’ learning
and progress to parents.

Welcome

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

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

I can understand
important details in
conversations.

I can understand
conversations about
past events.

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

I can understand the
sequence of events

in stories.

I can find detailed
information in short
texts on familiar
topics.

I can follow short
articles and
biographies.

I can paraphrase
and describe things
and places.

I can participate in
social exchanges.

I can say what a story
is about, evaluate
it and make simple
predictions.

I can write short,
simple descriptive
texts on familiar
topics.

I can write short,
simple messages to

give information.

I can use the correct
phrases for different
text types.

Reading
I can understand
key information in
short texts.

Speaking
I can take
turns during a
conversation.

My Progress Chart

Listening: In Level 6, listening sub-skills are systematically
developed throughout the level and linked to speaking
outcomes. By the end of Level 6, pupils should be able to
understand and make connections between words within the
same area of meaning as well as recognise alternative words
and expressions that can be used to convey similar meaning
or effects.

Speaking

F01_RS_PB6_5607_F01.indd 3

Speaking: Speaking skills are taught through a meaningful
task-based approach. The course draws on a range of
approaches to teaching speaking, in which pupils have plenty
of opportunities to engage in communicative activities. The
course provides a supportive framework for pupils to make
the language their own. By the end of Level 6, pupils should
be able to recall skills introduced and practised throughout
the level, i.e. answer simple questions, politely refuse simple
requests, tell the time of day, act out parts of a picture
story. Pupils should also be working towards asking basic
questions about a past event and introducing a new topic
into a conversation or discussion.

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. For example:

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

6/3/21 2:17 PM

3

12

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

Unit overview

Values
Working together to make the world better.

Competency focus
Participate in a constructive manner in community
activities.

Recycling and building
I like... I can... There’s...

Language stretch
Have you got any ideas for the show?

Build

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

Key progress indicator chart

Participate in social exchanges in English.

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

Development indicator:

Speaking

Connect simple related ideas in a logical
sequence in short stretches of speech.

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

Grow

Shine

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

Can identify key information about future plans in short,
simple dialogues. (35)

Identify and understand simple information and details in
short spoken texts or conversations.

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

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

Can suggest taking turns to a classmate. (41)

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

Writing

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

Create a show programme.

Enquiry and imagination

Working towards: writing 3–4 compound sentences in a structured paragraph on familiar topics, and at the highest level
being able to write for a range of informal and formal purposes.
Can write simple sentences about a future trip or event. (41)

30

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Write simple sentences on familiar topics and situations.

31
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The Global Scale of English (GSE) is a standardised,
granular scale which measures English language proficiency.
Unlike some other frameworks which describe attainment
in broad bands, the GSE identifies what a learner can do
at each point on a 10–90 scale across speaking, listening,
reading and writing skills. The scale is designed to motivate
learners by giving more granular insight into learning
progress. Teachers can use the GSE level to match a pupil
to the right course materials for their exact level and
learning goals.
The badging on the back of the coursebook indicates the
GSE proficiency range from which the learning objectives
for that course level have been selected. A course will
not cover all learning objectives from that range – just a
representative selection that is appropriate to the target
learners. Knowing this range helps you select additional
materials with the right level of support and challenge for
your pupils to help them progress. It does not mean that
pupils need to have mastered all objectives below the range

before starting the course, or that they will all be at the top
of the range by the end.

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

Collaboration and communication

al Citiz
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Let’s be
friends

I share
toys!

Social responsibility and globalOptB
citizenship
Let’s be

friends
I share
toys!

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n

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

n

I play with
friends!

I try

I celebrate all
families!

I play with
friends!

I try

I try

I share
toys!

I celebrate all
families!

I play with
friends!

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Course methodology

I celebrate all
families!

n

n

n

I share
toys!

n

Let’s be
friends

Let’s be
friends

I play with
friends!

13

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I celebrate all
families!

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

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

Critical and reflective thinking

n

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

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

Gl

Imagine

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Gl

Follow simple social and interpersonal exchanges.

Gl

Wonder

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

Gl

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

Gl

Functional language

in Welcome, the pupils will:

Gl

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

Key learning outcomes

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

Gl

Target vocabulary
At the camp: cabin, camp leader, door, gate, picnic table,
roof, rope swing, seat, summer camp, window
Putting on a show: act in a film, design a programme,
perform on stage, play in a band, put on a show, write a song

Gl

to our summer camp!

Gl

Welcome

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

I try


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

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

• Enquiry
• Critical and reflective
thinking

The Imagine helper Mateo
engages pupils with the story
and encourages them to think
imaginatively, creatively or
critically.

• Imagination
• Critical and reflective
thinking

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

• Communication
• Self-management

The Grow helper Anita 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

14

Self-management and leadership
Self-management enables pupils to organise their work
and progress through skills such as organisation, planning,
persistence and attention to detail. Activities in Rise and
Shine are carefully staged, and more complex activities,
such as writing and projects, are presented in clear steps
to support pupils as they learn to plan and organise their
time. Pupils are also actively encouraged to develop their
leadership skills through activities that enable problemsolving, teamwork, presenting and assessment of pupils’
own progress and learning.
Rise and Shine promotes persistence and a growth mindset in
the classroom, which helps pupils view ability as something
that is changeable rather than 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 achieve, not only in the English classroom, but
also in their future lives as adults.
The Teacher’s Book offers teachers extra support by
explaining how images, stories and activities spark curiosity,
foster imagination and creative thinking, build confidence,
nurture growth and allow pupils to shine.

Rise and Shine and the UN
Sustainable Development Goals
In 2015, all UN Member States adopted
17 Goals as part of the 2030 Agenda for
Sustainable Development – a global call
to action to protect the planet, end poverty
and improve the lives of all the people.
In Rise and Shine, the overarching unit topics have been
developed with reference to the UN Sustainable Development
Goals. The content and context for the stories support in
developing responsible global citizens. The Grow lessons, in
particular, provide the opportunity to expose pupils to the
wider world and use the global context as a springboard for
thinking about both the local relevance and bigger picture
ideas. The end-of-unit project is a vehicle through which
pupils can explore wider global citizenship themes and some
of the UN Sustainable Development Goals, such as:
SDG 3:
SDG 6:

Good Health and well-being (healthy food
and meals; Unit 1)
Clean water and sanitation (being mindful
and saving water; Unit 4)

SDG 7:

Affordable and clean energy (ways of
reducing pollution and using natural sources

of energy; Unit 2).
SDG 13: Climate action (natural weather disasters and
why they occur; Unit 3)
SDG 16: Peace, justice and strong institutions (fair
access to education, fair future; Unit 5)
SDG 17: Partnerships for the goals (solidarity and
interest in resolving problems; Unit 6)
For more information on the UN Goals, please visit
/>
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Unit walkthrough
Unit title: sets out the quest for the unit and
the project end goal.

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

Wonder

Let’s stay healthy

Build

1

9

Learn to paraphrase.

2
4

Iw

Add a comment

Omer

3

Read and learn.
Grammar

10

der

What healthy
food do people eat
in your country?

Read and listen.

Yesterday, we did our first camp challenge! We made
a healthy lunch! First, we went to the garden. I
found a lot of yellow, green and orange peppers. But
I didn’t find any red peppers. Mateo picked some
tomatoes and onions. Then, we made vegetable
kebabs. We cut the vegetables and we put them on
sticks. We cooked them on the barbecue and then we
ate our kebabs together. It was fun!

7

Understand a folk story.

on

Shine

Summer camp challenge blog: A healthy lunch

Talk about a healthy meal.

Design a healthy picnic.

1.03

BLOG

6

healthy food.
Write an online message about

Grow

Lesson 2

I found a lot of yellow, green and orange peppers.
I didn’t find any red peppers.

1

do – did make – made go – went see – saw
find – found cut – cut put – put eat – ate

5
8

2

3

Read and say in the past form.
Every Saturday, I 1see my friends. In the morning, I
2
make some sandwiches for a picnic. I 3don’t make
egg sandwiches. I 4put the picnic in my bag and
I 5go to the park. We 6eat our lunch then we 7do
athletics. We 8don’t go shopping!

1 onion

What can you see?

3 pepper
4 watermelon
5 lemon
6 chocolate

1

1.01

Listen and explore.

2

1.02

Listen, point and say.

I like watermelons,
I wonder question: engages
pupils
butwith
I don’t like the
8 kiwi
lemons. What food do
9 salt
you like?fi

What
unit topic and sparks curiosity.
Pupils
ndfoodout
don’t you like?
10 pear
the answer to the question in the unit.

7 sweets

10

Last Saturday, I saw my friends.

Lesson11
Lesson

2 peas

33
44

4

Watchthe
thevideo.
video.
Watch

What did they do at the camp yesterday? Say.

They went to the garden.

I can shine!

Lookand
andsay.
say.
Look
There are a lot of
kiwis and some pears.

5

Imagine you went to a garden yesterday. What did
you find? What healthy lunch did you make?

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

I saw some watermelons and a lot
of grapes! I made a fruit salad!
I can talk about a healthy meal I made.

Vocabulary Food

Structures
StructuresI Ifound
found(orange
(orangepeppers).

peppers)./ /I Ididn’t
didn’tfind
find(red
(redpeppers).
peppers).

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Lesson 1

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Lesson 2

Wonder stage: activities to spark curiosity.

• Presentation and practice of vocabulary with audio

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

• Pupils listen to the key unit vocabulary in the context of

• Presentation and practice of grammar. New structures are

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

• Clear and concise learning objectives help clarify the aim
of the lesson for the teacher and parent.

a dialogue between the characters.

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

illustrated big picture.

Digital: Grammar presentation and additional grammar
practice.

• Target vocabulary is included in the engaging and highly
• Our World video, with real life footage, shows learning in
context.

• The Pearson English Portal offers pupils of all levels

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

• The Activity Book Word connections list helps pupils to

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

though the journal activity.

review vocabulary.

Unit 1 Review

Lesson 8

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

1

5 h

Healthy food

6 m

We can eat a lot
of these foods.

7 c

2 p

3 s

Unhealthy food
We can

eat these foods
sometimes.

We shouldn’t eat a
lot of these foods.

8 s
4 c

2

Think and write. Then add an extra word to each category.
kiwi lemon sushi pear tacos watermelon cakes onion salt
pea peppers sweets curry chocolate yoghurt milkshake

Lucy

1 o

Time to shine!

Lesson 9

1

Look and write.

Yesterday

2

Complete your journal.
Step 1: Imagine a lunch you made for your class last week. How did you make the meal?

1.19

Look at Activity 1 and write. Then listen and check.

Step 2: Write your journal in the past form. Describe the food and include food pictures.
Step 3: Finish, check and read your journal.

1 Lucy’s mum / have cough?

Did Lucy’s mum have a cough?

Yes, she did.

My healthy class lunch!

2 Lucy’s dad / have temperature?
?

.

?

.

?

.

3 Lucy’s brother / go to the doctor?

Starter: Pepper and onion
salad

Main course: Fish curry

Dessert: Yoghurt and honey

I found delicious, fresh
vegetables in the school garden.
It was wonderful!

I saw an interesting recipe for curry
in my dad’s recipe book. So I cut up
the fish and vegetables and made an
amazing curry. It wasn’t very spicy!

I made a healthy Greek
dessert. Yum!

4 Lucy’s sister / feel sick?
5 What / Lucy’s dad / do
?

.

?

.

6 What / Lucy / make?

3

Lucy’s dad went to the doctor. Repeat the doctor’s advice using different
words and expressions from the unit.
You shouldn’t go to the office for at least a week.
You must take your medicine on an empty stomach.

10

stay at home / seven days
take medicine / before breakfast

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

3

Think and write.
Unit 1
My favourite food:
A difficult word:
An interesting international food:
Home–school link

Tip!
You can say that

you eat a meal or
have a meal!

Tell your family about your favourite healthy food.

11

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Lesson 3

Wonder

1

Imagine stage: stories and activities to
encourage cognitive engagement.

Grow

Shine

Look at the title and the pictures. What do you think
happens in the story?

2

One day, a traveller arrived in a village.
‘Hello,’ he said. ‘Have you got any food for a
hungry traveller?’
‘No,’ said a woman. ‘We haven’t got any food.
I just have a headache. And I feel sick, too.’

Read and listen. What special ingredient does the
traveller put in his soup?

1.05

3

• A pre-reading activity that uses simple reading

Build

Imagine

Medicine soup

Lesson 3

Match the words in the text to the pictures.

1

2

3

4

5

6

‘I’m sorry,’ said the traveller. ‘What’s the matter?’
‘I have a cough and I have a temperature,’
said a man.

strategy and Vocabulary 1 review.

• The story develops reading skills and

strategies as well as presenting new target
vocabulary.

4

Read again. Then answer.

1
2
3

4

• Activities to consolidate understanding of new
vocabulary and reading comprehension.

The traveller put the stone in a cooking
pot with some water over a fire.
‘My medicine soup is going to be
delicious!’ he said. ‘It’s better with some
onions. But we haven’t got any onions.’
‘I’ve got some onions!’ said the woman.

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

• The I can shine! task enables further

I can shine!
5

development of reading skills appropriate for
the level and the opportunity to personalise
the text.

•

What did the traveller want when he arrived in the village?
What was the matter with the woman?
What vegetables did the traveller put in the soup?
What did the traveller give the villagers when he said

goodbye?

‘Maybe I can help,’ said
the traveller. He took
out a stone. ‘This is my
medicine stone.’
‘Where did you get that
from? Did a doctor give it
to you?’ asked the man.
‘I can’t say,’ replied the
traveller. ‘But I can make
some medicine soup.’

Imagine one of your friends feels sick. Offer to help.
What’s the matter?

I have a headache
and a temperature.

Maybe you should eat some healthy soup or
maybe you should take some medicine.
I can understand details in a folk story.

12

The Activity Book Word connections list helps
pupils to review vocabulary.

Next, the traveller said,
‘It’s better with some

peas. But we haven’t got
any peas.’
‘I’ve got some peas!’ said
the man.
Other villagers found
peppers, potatoes, beans
and carrots and the
traveller made a very big
pot of healthy vegetable
soup.

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

The next day, the traveller
gave them the stone.
‘Next time you feel sick,’
he said, ‘you don’t have
to go to the doctor or
take medicine. Just make
some medicine soup. But
don’t forget to add a lot of
vegetables!’ he laughed.

Vocabulary Illnesses

Story

Storyvalue
valueSharing
Sharingyour
yourfood
food

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Digital: Flashcard presentation, extra vocabulary
practice, additional pre-reading support.

Wonder

Lesson 4
Build stage: meaningful language input
and activities with a strong focus on building
communication skills and confidence.

1

1.06

a

Read and listen.
Which girl is Akanni?

Grow

Build

1

1.09

2

Read and listen. What should
Omer do to feel better?

What was the matter?
Did you have a temperature?

c

b

Imagine

Omer:
Anita:
Omer:
Anita:

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

Read and learn.

Omer:

Grammar builder

through listening and reading, with further
vocabulary practice.

Did she

• Clear presentation of Grammar 2 with a

Anita:

go to the doctor?

Yes, she did. / No, she didn’t.

What

did you

do?

I took some medicine.

Where

did they

go?

They went to the hospital.

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

controlled practice activity, led by the Build
helper, Julia.

3

• An engaging song to provide further practice

1.07

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

Remember!
I did not go = I didn’t go…
You did not go = You didn’t go…

Read and sing. What was

the matter with the boy
yesterday?

What was the matter yesterday?
What was the matter with you?
I had a headache, I had a cough,
I had a temperature, too.

and consolidation of new grammar.

Poor you! What did you do yesterday?
Did you go to bed?
Yes, I did. I took some medicine, too,
Because my throat was red.

• Personalised practice of the grammar within

Ask and answer.

a meaningful context.

14

4

1 When were you ill?
2 What did you do?

(another doctor)

4 You shouldn’t socialise with others.

(not / see friends)

5 Take this medicine last thing at night.

(before I go to bed)

1.11

Say and write.
Then listen and check.

medicine
dicine temperature
doctor headache lemon
mon
Fred water
er bett
better
er

What was the matter?

I didn’t feel well. I had a cough.
bed

other

You should take

this medicine on
a full stomach.
In other words,
I should take
this medicine
after a meal.

I can shine!
5

Talk with a partner.
Say in different words.
I have a cough.

Oh dear. You should take this medicine
three times a day with food.
In other words, I have to take
this medicine after meals.

What did you do?

Poor you! Did you go to the doctor, too?
What did the doctor say?
She was very kind and helpful,
And I feel much better today!

(swimming)

3 You should get a second opinion.

Pronunciation

4

Listen again and repeat
the words in blue.

Hey, Omer. What’s the matter
with you?
I have a temperature and a
sore throat.
Oh, dear. Well, you have to rest
until you get well.
So, you mean that I have to
stay in bed until I feel better?
Yes, and you should stay
hydrated.
In other words, I should drink
a lot of water?
Yes, and you could try honey
and lemon, too.

Say with a partner. Use simpler words.

I didn’t feel sick but I had a cough.

3

1.10

Anita:

Yes, I did. I didn’t feel
sick, but I had a cough.

2

Shine

Lesson 5

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

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

• Presentation of Grammar 2, contextualised

Digital: additional grammar practice, karaoke
song.

Did you have a good weekend, Akanni?

Lesson 4

I can repeat what someone says
using different words.

I went to bed.

Structures and song What was the matter? / What did you do?

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CommunicationParaphrasing
Paraphrasing
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Lesson 5

• A clear, character-led, presentation of key functional language in a relevant context.
• A pairwork activity that provides the opportunity for pupils to repeat the speaking model
followed by controlled practice.

• A light pronunciation strand that pulls out sounds from the language in the unit.
• Communication cards that are tied to GSE speaking skills Learning Objectives.

Digital: Extended pronunciation presentation and practice, Communication cards.

16

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Gl

Gl

Gl

Gl

Gl

Gl

n

al Citiz
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n

al Citiz
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e
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n

n

n

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OptA

Lesson 6

I play with
friends!

I try different
food!

I appreciate
special clothes

I play with
friends!

I try different
food!

I appreciate
special clothes

Wonder

Gl

Learning about
world food.

Let’s be
friends
I share
toys!

Lesson 6

Lorem ipsum

1

2

Which countries do you think these healthy
meals come from? Which do you want to try?

1

2

OptC

3

Let’s be
friends

4

I share
toys!

Build

Imagine

3

I celebrate all
families!

1.13

Lesson 7

1

Read and listen. Match
the photos in Activity 1
with the comments a–d.
I try different
food!

Read and listen. What is Anna’s message about?

1.17

a food in her country

2

Read again. Then answer. True
or false?
false

I play with
friends!

I appreciate
special clothes

b her family

c cooking curry

Read again. What adjectives
can we use to describe food?

1 Nita’s favourite curry is fish

4

the text that tie in closely with the unit topic.

a

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

b

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

c

• Anita, the Grow helper, asks a question that

6

nita_bora12 I’m from India. I love eating
healthy food. In my country, we eat a lot of
different curries. Colourful spicy curries are healthy
and stop us from getting ill. My favourite main
course is my mum’s very hot vegetable curry! Yum!

Gl

Anna_Dieng7
I’m from Senegal. The food here is healthy
and delicious! We eat a lot of fresh vegetables
with fish, beans and brown rice. We sometimes
have chicken.

Our writing workshop
3

What’s your
favourite food
from another
country?

4

marios.pallaris I’m from Greece. We eat a
lot of delicious, healthy food in my country. Last
night, we went to our favourite restaurant and we

ate Greek salad for the starter and fresh fish for
the main course. We had yoghurt and honey for
dessert. It’s easy to cook healthy Greek food!

1.14

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

4

Ideas generator Listen and match.

1.18

Adam

Beth

Louise

1

Listen. Where are Anna
and Joseph from?

Food is important in my family.

Last Saturday, we ate thieboudienne.
This is a special meal with different
vegetables, rice and fish. My favourite
food from Senegal is firire. This is fish
with onions. We usually eat it with
salad and bread. It’s wonderful!

Chen

Give it a go Plan your online
message.
What food do / don’t you
eat in your country?

2

What food do you often eat with
your family?

a India b Senegal c Mexico

5

Aiko_Sato* I live in Japan and my favourite
healthy food is sushi. This is a special food
with rice and fish or vegetables. We eat a lot of
noodles in my country, too. Last night, my dad
made an amazing noodle soup with a lot of fresh
vegetables. It was delicious!

d

16

5

Gl

Gl

Gl

Gl

Gl

3

I play with
friends!

I celebrate all
families!

I share
toys!

all over the world!

n

Let’s be
friends

It’s important to eat a healthy diet with a lot of fresh
fruit and vegetables. But we get bored of eating the same
things all the time! We want some ideas for new delicious
dishes! Write a message to tell us about your favourite
healthy food from your country!

n

2

OptD

Real-world reading text.

curry.
al Citiz
al Citiz
e and salad
ob fish
ob
Marios ate
ate
home last night.
Marios had
yoghurt and
honey

I appreciate
I try different
special clothes
food!
after his dinner.
Aiko’s dad made noodle soup
last night.
Juan’s grandfather gave him
the secret family taco recipe.
There are some beans in
Juan’s fish tacos.

al Citiz
e
ob

n

n

•
• Four new vocabulary items are presented within

al Citiz
e
ob

n

Healthy food

al Citiz
e
ob

n

al Citiz
e
ob

1.15

What’s your favourite food from
your country?

Listen again. Complete
the sentences.

Do you always eat food from
your country?

yoghurt tacos honey
curries sushi vegetables

3

1 Anna’s favourite food is… .
2 Joseph ate… at a restaurant

What’s your favourite international
food?

4

I can shine!

last weekend.

3 Joseph doesn’t like hot… .
4 Anna suggests adding… to

Juan_Martinez3 My favourite food is fish
tacos. My grandmother showed me how to make
tacos using the secret family recipe! We use red
onion, tomatoes and special spices with fish and
beans. Shhh! Don’t tell anyone! It’s a secret!

Shine

Grow

en

al Citiz
ob

OptB

Grow stage: activities to see real-world content

that opens pupils’ eyes through a global
citizenship strand.

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

I celebrate all
families!

I share
toys!

Let’s be
friends

5

the curry.

Write your online message.

I can write an online message.

Global Citizenship International healthy food

Writing
WritingAn
Anonline
onlinemessage
message

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17

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Lesson 7

• The model writing text relates the global citizenship strand to a real-world and functional
context known to pupils.

• An Ideas generator activity that helps pupils personalise the context further and provide further
ideas for their own writing.

• A Give it a go activity that provides step-by-step planning, reflective of the model text, to support
pupils in structuring their writing.

• Pupils produce their own version of the text genre / realia in the I can shine activity,

simultaneously practising the vocabulary and grammar structures learnt in the unit.

Lesson 8

Wonder

Imagine

Build

Grow

Shine

A healthy picnic

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

1

• Pupils ‘reimagine’ what they have learnt in

their own context in answer to the unit title.

2

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

Our
healthy picnic
menu

Create

Review

6

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

What happened yesterday? Look and say.

A group of international students
is visiting your school. Plan a
healthy picnic to welcome them.

1 Sarah

have / a kiwi
have / lemons

2 Harriet

cut / peppers
cut / watermelon

3 Chen

eat / yoghurt
eat / sweets

7

Share your ideas with your group.

4 Laura

make / salad
make / sushi

8

Design your picnic menus.

Chen

Laura

Sarah

1 What are you going to have for a starter?
2 What are you going to have for the

Harriet

Starter

main course?

Sushi: fish, vegetables

and rice

3 What are you going to have for dessert?

Main course

Fish tacos and salad:
peppers, peas
and onions

What was the matter with Sarah after the picnic? Ask and answer.
Start with ‘This is our…’ or ‘Look
at our…’ Listeners then know what
you’re going to talk about. Finish
with an interesting sentence that
listeners remember!

headache temperature
medicine cough doctor
Did she have a temperature?

Dessert

Fruit salad: watermelon,
pears and kiwis

No, she didn’t.

3

Sarah goes to the doctor. Roleplay the conversation. Repeat what
the doctor says using different words.

Medical Prescription Note

• Recycles and reviews language input from the

unit and provides controlled speaking practice.

You should stay hydrated.

Digital: Our World video

4

9

(drink a lot of water)
(not / use my computer all day)
(before I go to bed)

Present your picnic menu to
the class.

This is our healthy picnic menu!
We ate sushi for a starter and then we
had fish tacos and salad for the main
course. We cut a watermelon, some
pears and some kiwis. We made a fruit
salad for dessert. It was delicious!

So, you mean that I should
drink a lot of water?

What are your three favourite types of healthy food?

5

18

Time to shine!

Patient: Sarah Thomson

You should stay hydrated.
You shouldn’t look at screens for a long time.
You should take this medicine last thing at night.

Make a class display. Vote for your
favourite healthy picnic.

Shine on!
Find a real menu.
What healthy food
can you see?

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

Watch the video. What do you know now?

Unit review Unit objectives review

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10

Unit
Unitproject
projectAAhealthy
healthypicnic
picnic
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Lesson 9
Step 2: Pupils think and create.
Time to shine: Pupils share their project with the class, encouraging communication
and collaboration.
Shine on: An extension activity that allows pupils to extend their projects further and make
additional connections to the wider world.

Course methodology

17

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

Assessment Pack
The Rise and Shine Assessment Pack is a useful evaluation
tool with a wealth of activity types to support teachers in
assessing the pupils’ language skills. In this pack, teachers
can find four types of ready-made tests which will help them
form an accurate evaluation of their pupils’ understanding
and achievement. The Assessment Pack is available on the
Pearson English Portal.
Diagnostic tests are designed to help evaluate pupils’
current language ability in English against the learning
outcomes of the course. This should be given at the start

of the new level and will help provide a picture of pupils’
existing knowledge. It also provides awareness for teachers
of where individual pupils or the whole class may need more
support as they work through the course. This should be
administered in a relaxed and supportive atmosphere.
Unit tests correspond to the content material in each of
the units and reflect the learning objectives of the unit.
These tests provide a useful snapshot of pupil achievement
at the end of a unit and also provide feedback to teachers
and pupils on the progress made against the unit learning
objectives. These tests can help identify any areas where
further support is needed for individuals or the whole class.
The test results can also help teachers adjust plans for the
next unit and any further practice.
Progress Review tests serve as checkpoints throughout the
year to provide teachers with a way of checking progress
towards key learning outcomes for the level, based on pupils’
performance on activities aligned to the key competency
indicators. As with the Unit tests, information gained from
these should be used to identify areas where pupils may
need additional practice or support. Progress Review tests
additionally reassess pupil understanding and retention of
the language and concepts taught in the previous units.
This repeated practice helps pupils remember and integrate
material learnt over time, and support teachers in making
decisions regarding which language points and skills need
further review.

Diagnostic, Progress Review and End of Level tests focus
on objectives relating to the key learning outcomes for the

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

English Benchmark Young Learners is a motivating English
test for young learners aged 6–14, which can be used to
understand pupils’ English abilities, identify their learning
needs to ensure teaching targets the right skills, monitor
and demonstrate progress to parents. English Benchmark
measures pupils’ speaking, listening, reading and writing
skills through fun and interactive tablet-based activities,
with immediate detailed reports for teachers and parents

that include pupils’ strengths, suggestions for improvement
and recommended activities to improve their skills. As pupils
learn with Rise and Shine, English Benchmark tests can be
used to measure their progress. After pupils have taken their
test, recommendations are available on areas to focus on to
support improvement.
In Rise and Shine, the Level 1 End of Level test includes key
skills and activity types covered in English Benchmark in order
to prepare pupils to take the test the following year, at the end
of Level 2. From Level 2 onwards, it is advised that pupils take
English Benchmark Young Learners test once per academic
year, at the end of each completed level of the course. For
more information, visit pearsonenglish.com/benchmark.

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

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Course methodology

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