Catherine Zgouras

p ow ers every child

em i a l
each their poten
t
to r
and shine.

5
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.

Appealing stories and real-life content create a world that young For pupils
learners can relate to in their own lives. Well-structured activities
• Pupil’s Book and eBook
develop future skills, such as collaboration and teamwork,
communication, critical and creative thinking, and self-management. • Activity Book and eBook
• Busy Book
Rise and Shine’s unique mix of printed and digital components is
• Digital Activities
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.

Plus:
• 360° online games powered by
• Assignable digital activities and tests
• Our World videos
• Themes from the Sustainable Development Goals
For teachers
CEFR GSE Benchmark Cambridge English • Teacher’s Book
Level 1 <A1/A1 10-22 - Pre A1 Starters • Flashcards
Level 2 <A1/A1 15-26 Level 1 Pre A1 Starters • Posters
Level 3 A1 22-30 Level 2 A1 Movers

Catherine Zgouras
• Presentation Tool
Level 4 A1/A2 26-35 Level 3 A1 Movers
• Online Assessment Pack
Level 5 A2 31-39 Level 3/4 A2 Flyers
with Test Generator

5
Level 6 A2+ 35-42 Level 4 A2 Flyers
• Digital Resources

pearsonenglish.com/riseandshine

Teacher’s Book
British English Edition

and eBook
with Digital Resources
31-39 A2
We support the Sustainable Development Goals

RAS_GLB_L5_TBK_CVR.indd All Pages 20/05/2021 16:16

 Teacher’s Book
5
Bella Sam Nadia Leo

RAS_GLB_L5_TBK_TTL.indd 1 24/05/2021 15:45

 Pearson Education Limited 92, Maskot 8, Mint Images 34, MIXA 12, monkeybusinessimages
KAO Two 79, 81, Nadydy 79, Nick David 81, Nicolas Vincent Photographe
KAO Park 35, NomadicImagery 38, Paolo_Toff anin 51, Pauline St. Denis/
Hockham Way Corbis/VCG 49, PeopleImages 50, Peter Mason 60, PHOTO 24 12,
Harlow, Essex PixelCatchers 70, PNC 66, Richard Drury 70, Richard Hutchings 88,
CM17 9SR Roi Shomer 35, Ruy Quinan/EyeEm 12, Sasi Ponchaisang/EyeEm 8,
England Sebastian Condrea 70, SergiyN 44, Sittipong Chananithitham 50,
and Associated Companies throughout the world. SolStock 44, SrdjanPav 56, sunstock 34, Suparerg Suksai/EyeEm
7, Taro Hama @ e-kamakura 51, Thinkstock 44, TriggerPhoto 7,
pearsonenglish.com urfi nguss 34, Vadim Balakin 16, Yashwanth Pavanan/EyeEm 16,
yoh4nn 74 Yukiko Nakashima / EyeEm 51; Pearson Education
© Pearson Education Limited 2022 Ltd: Alice McBroom. Pearson Education Australia Pty Ltd 60, Jon
Barlow 4, 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 20, 21, 22, 24, 25, 26, 32,
All rights reserved; no part of this publication may be reproduced, 33, 34, 36, 37, 38, 42, 43, 44, 46, 47, 48, 54, 55, 56, 58, 59, 60, 64,
stored in a retrieval system, or transmitted in any form or by 65, 66, 68, 69, 70, 76, 77, 94, 95, Jules Selmes 66; Shutterstock.
any means, electronic, mechanical, photocopying, recording, or com: 918485 29, Africa Studio 34, 34, anek.soowannaphoom
otherwise without the prior written permission of the Publishers. 50, antoniodiaz 27, BlueOrange Studio 93, Bryant Aardema 17,
Candid68 7, Chepko Danil Vitalevich 17, Christian Lehmann 18,
First published 2022 clarst5 17, dantess 27, Evgeny Karandaev 49, fi lippo giuliani 38,
goodluz 60, ID-VIDEO 66, JCStudio 51, Lopolo 44, Lucky Business
ISBN: 978-1-292-36934-1 61, Lutsina Tatiana 26, Mikbiz 66, Nik Niklz 18, one photo 12,
Pearl PhotoPix 49, Peter Turner Photography 39, Philip Date 40,
Set in Mark OT Pro Book PhotoMagicWorld 47, Rob Wilson 66, Roman Arbuzov 27, Sergey
(Pupil’s Book pages set in Daytona Pro Primary) Novikov 56, Soho A Studio 26, SpeedKingz 93, Svetlana Foote 17,
tankist276 28, ted.ns 71, tetiana_u 66, TinnaPong 44, Travelerpix
Printed and bound by Ashford Colour Press Ltd, UK. 66, v.s.anandhakrishna 56, Viacheslav Lopatin. 73

Acknowledgements Cover Image: Front: Alamy Stock Photo: View Stock

The publishers and authors would like to thank James Laidler
(Educational Consultant) for his feedback during the development All other images © Pearson Education
of the material and invaluable knowledge and guidance on the
Managing inclusive classrooms section of the book. Illustrated by BluBlu Studios (course characters); Emma Allen/
The publisher would like to thank the following for their kind Sylvie Poggio: p. 23; Elif Balta Parks/Advocate Art: pp. 45, 67; Fran
permission to reproduce their images: and David Brylewski/Beehive Illustration: pp. 94-95; Lyn Dylan/
Sylvie Poggio: pp. 82-87; Denise Holmes/The Bright Agency:
Video screen shots pp. 9 (Create), 19, 29, 39, 41, 51, 63, 73; Daniel Limon/Beehive
By ITN Productions Illustration: pp. 22, 33, 37, 50, 55, 62 (Ex 1); Alejandro Mila/
Sylvie Poggio: p. 9 (Review); Natalia Moore/Advocate Art: pp. 13,
Course character artwork (including cover) 35; Amanda Quartey/The Bright Agency: pp. 57, 62 (Ex2); Kate
Illustrated by BluBlu Studios Sheppard/Beehive Illustration: pp. 14, 24, 36, 46, 58, 68; Roger
Simo/The Bright Agency: pp. 30, 52, 74.
Pupil’s Book Acknowledgements
The publisher would like to thank the following for their kind www.un.org/sustainabledevelopment
permission to The content of this publication has not been approved by the
reproduce their photographs: United Nations and does not reflect the views of the United
Nations or its officials or Member States.
(Key: b-bottom c-centre l-left r-right t-top)

123RF.com: creativedoxfoto 27, grafner 28, Marco Rubino 73,

margouillat 66, Michael Gray 56, yobro10 61; Alamy Stock Photo:
Gary Dublanko 71, Greatstock 80, Jan Wlodarczyk 38, jay goebel
49, Jochen Tack 50, José Javier Ballester Legua 48, Josie Elias 78,
Kike Calvo 70, Peter Titmuss 7, Ryhor Bruyeu 7, Simon Annable
91, Unnaugan 6, WENN Rights Ltd 34; Getty Images: ALAMA
28,AB Photography 17, alexsl 26, anatoliy_gleb 56, bauhaus1000
6, Blablo101 78, Brainsil 8, braymar 7, CatBee 72, Christiantdk
39, Christopher Hopefi tch 62, Claudiovidri 38, Colleen Gara 18,
damircudic 49, David Arky 40, Diana Robinson 12, Donald Iain
Smith 89, Emma Tunbridge/Corbis/VCG 89, EVAfotografi e 40,
evemilla 40, Federico Veronesi 14, fi zkes 26, 56, Focqus, LLC 7,
FooTToo 19, fotoVoyager 67, Francesco Andaman Paglici/EyeEm
72, Günther Egger 48, Halfpoint 61, Hans Neleman 72, idildemir
7, Imgorthand 12, 61, ImpossiAble 50, Ingram Publishing 80,
Jacky Parker Photography 74, Jan Hakan Dahlstrom 34, Jeremy
Woodhouse 16, Jim Cumming 35, Jose Luis Pelaez Inc 60, kali9
90, Kike Calvo 70, kolotuschenko 75, LightFieldStudios 44,
Maica 49, Marisa López Estivill 18, MASAHIRO_NOGUCHI_NY

RAS_GLB_L5_TBK_IMP.indd 1 17/05/2021 12:02

 Pearson Education Limited 92, Maskot 8, Mint Images 34, MIXA 12, monkeybusinessimages
KAO Two 79, 81, Nadydy 79, Nick David 81, Nicolas Vincent Photographe
KAO Park 35, NomadicImagery 38, Paolo_Toff anin 51, Pauline St. Denis/
Hockham Way Corbis/VCG 49, PeopleImages 50, Peter Mason 60, PHOTO 24 12,
Harlow, Essex PixelCatchers 70, PNC 66, Richard Drury 70, Richard Hutchings 88,
CM17 9SR Roi Shomer 35, Ruy Quinan/EyeEm 12, Sasi Ponchaisang/EyeEm 8,
England Sebastian Condrea 70, SergiyN 44, Sittipong Chananithitham 50,
and Associated Companies throughout the world. SolStock 44, SrdjanPav 56, sunstock 34, Suparerg Suksai/EyeEm
7, Taro Hama @ e-kamakura 51, Thinkstock 44, TriggerPhoto 7,
pearsonenglish.com urfi nguss 34, Vadim Balakin 16, Yashwanth Pavanan/EyeEm 16,
yoh4nn 74 Yukiko Nakashima / EyeEm 51; Pearson Education
© Pearson Education Limited 2022 Ltd: Alice McBroom. Pearson Education Australia Pty Ltd 60, Jon
Barlow 4, 5, 6, 7, 8, 10, 11, 12, 14, 15, 16, 20, 21, 22, 24, 25, 26, 32,
All rights reserved; no part of this publication may be reproduced, 33, 34, 36, 37, 38, 42, 43, 44, 46, 47, 48, 54, 55, 56, 58, 59, 60, 64,
stored in a retrieval system, or transmitted in any form or by 65, 66, 68, 69, 70, 76, 77, 94, 95, Jules Selmes 66; Shutterstock.
any means, electronic, mechanical, photocopying, recording, or com: 918485 29, Africa Studio 34, 34, anek.soowannaphoom
otherwise without the prior written permission of the Publishers. 50, antoniodiaz 27, BlueOrange Studio 93, Bryant Aardema 17,
Candid68 7, Chepko Danil Vitalevich 17, Christian Lehmann 18,
First published 2022 clarst5 17, dantess 27, Evgeny Karandaev 49, fi lippo giuliani 38,
goodluz 60, ID-VIDEO 66, JCStudio 51, Lopolo 44, Lucky Business
ISBN: 978-1-292-36934-1 61, Lutsina Tatiana 26, Mikbiz 66, Nik Niklz 18, one photo 12,
Pearl PhotoPix 49, Peter Turner Photography 39, Philip Date 40,
Set in Mark OT Pro Book PhotoMagicWorld 47, Rob Wilson 66, Roman Arbuzov 27, Sergey
(Pupil’s Book pages set in Daytona Pro Primary) Novikov 56, Soho A Studio 26, SpeedKingz 93, Svetlana Foote 17,
tankist276 28, ted.ns 71, tetiana_u 66, TinnaPong 44, Travelerpix
Printed and bound by Ashford Colour Press Ltd, UK. 66, v.s.anandhakrishna 56, Viacheslav Lopatin. 73

Acknowledgements Cover Image: Front: Alamy Stock Photo: View Stock

The publishers and authors would like to thank James Laidler
(Educational Consultant) for his feedback during the development All other images © Pearson Education
of the material and invaluable knowledge and guidance on the
Managing inclusive classrooms section of the book. Illustrated by BluBlu Studios (course characters); Emma Allen/
The publisher would like to thank the following for their kind Sylvie Poggio: p. 23; Elif Balta Parks/Advocate Art: pp. 45, 67; Fran
permission to reproduce their images: and David Brylewski/Beehive Illustration: pp. 94-95; Lyn Dylan/
Sylvie Poggio: pp. 82-87; Denise Holmes/The Bright Agency:
Video screen shots pp. 9 (Create), 19, 29, 39, 41, 51, 63, 73; Daniel Limon/Beehive
By ITN Productions Illustration: pp. 22, 33, 37, 50, 55, 62 (Ex 1); Alejandro Mila/
Sylvie Poggio: p. 9 (Review); Natalia Moore/Advocate Art: pp. 13,
Course character artwork (including cover) 35; Amanda Quartey/The Bright Agency: pp. 57, 62 (Ex2); Kate
Illustrated by BluBlu Studios Sheppard/Beehive Illustration: pp. 14, 24, 36, 46, 58, 68; Roger
Simo/The Bright Agency: pp. 30, 52, 74.
Pupil’s Book Acknowledgements
The publisher would like to thank the following for their kind www.un.org/sustainabledevelopment
permission to The content of this publication has not been approved by the
reproduce their photographs: United Nations and does not reflect the views of the United
Nations or its officials or Member States.
(Key: b-bottom c-centre l-left r-right t-top)

123RF.com: creativedoxfoto 27, grafner 28, Marco Rubino 73,

margouillat 66, Michael Gray 56, yobro10 61; Alamy Stock Photo:
Gary Dublanko 71, Greatstock 80, Jan Wlodarczyk 38, jay goebel
49, Jochen Tack 50, José Javier Ballester Legua 48, Josie Elias 78,
Kike Calvo 70, Peter Titmuss 7, Ryhor Bruyeu 7, Simon Annable
91, Unnaugan 6, WENN Rights Ltd 34; Getty Images: ALAMA
28,AB Photography 17, alexsl 26, anatoliy_gleb 56, bauhaus1000
6, Blablo101 78, Brainsil 8, braymar 7, CatBee 72, Christiantdk
39, Christopher Hopefi tch 62, Claudiovidri 38, Colleen Gara 18,
damircudic 49, David Arky 40, Diana Robinson 12, Donald Iain
Smith 89, Emma Tunbridge/Corbis/VCG 89, EVAfotografi e 40,
evemilla 40, Federico Veronesi 14, fi zkes 26, 56, Focqus, LLC 7,
FooTToo 19, fotoVoyager 67, Francesco Andaman Paglici/EyeEm
72, Günther Egger 48, Halfpoint 61, Hans Neleman 72, idildemir
7, Imgorthand 12, 61, ImpossiAble 50, Ingram Publishing 80,
Jacky Parker Photography 74, Jan Hakan Dahlstrom 34, Jeremy
Woodhouse 16, Jim Cumming 35, Jose Luis Pelaez Inc 60, kali9
90, Kike Calvo 70, kolotuschenko 75, LightFieldStudios 44,
Maica 49, Marisa López Estivill 18, MASAHIRO_NOGUCHI_NY

RAS_GLB_L5_TBK_IMP.indd 1 17/05/2021 12:02

 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 5 audio script 172

F03_RS_TB5_6000_F03.indd 3 5/24/21 9:37 AM

 Scope and sequence
Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

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

Animals: beetle, camel, A deer is (shorter) Adjectives: Cheetahs are

1 Exploring cheetah, crocodile, deer, eagle, than a camel. dangerous, friendly, more (dangerous)
wildlife kangaroo, polar bear, tortoise, important, intelligent, than deer.
wolf safe, young
Technology: camera, e-reader, How often do you Technology I (often) help. I’m
2 All about games console, headphones, use a laptop? actions: post (an helping now.
technology laptop, mobile phone, printer, I (always) use advertisement),
screen, smart watch, speaker a laptop. print (photos), turn
Review 1 off, turn on, upload
Our lives (photos), write
(Unit 1 and 2) (comments)
Everyday items: bandage, I have to / don’t Camping objects: Does he / she
3 Sharing our diary, helmet, key, magazine, have to (bring a blanket, gloves, have to (wear
skills money, puzzle, rope, snack, rope). jacket, sledge, gloves)? Yes, he /
torch sleeping bag, stove she does. No, he /
she doesn’t.
Festivals: balloons, band, There was / wasn’t Adjectives: dirty, Where were you?
4 Let’s celebrate candles, costumes, drums, (a parade). There frightened, hungry, When was (the
Review 2 fireworks, flags, lights, masks, were some / weren’t surprised, thirsty, party)? Who was
parade any (fireworks). tired (at the party)?
Our world Were you (tired)?
(Unit 3 and 4)
Activities: carry shopping, I / You / We / They Verbs: arrive, cry, Did you (laugh)?
5 Being kind clean the windows, look after a painted / didn’t paint laugh, pick up, smile, What did she
child, offer someone your seat, the fence. try (need)? Where did
paint a fence, share food, tidy He/ She cleaned / he (walk)? When
up the rubbish, visit someone, didn’t clean the did they (arrive)?
walk a dog, water the plants windows.
Holiday activities: buy a He / She’s going to Transport: airport, What are you
6 Our important ticket, exchange money, go on (travel by bus). We / cable car, coach, going to (do)?
places a tour, go sightseeing, pack a They aren’t going to ferry, minibus, Where is he going
suitcase, read a guidebook, stay (exchange money). underground to (stay)? When
Review 3 in a hotel, take a taxi, travel by are we going to
Our future bus, wait in a queue (go)? How are
(Unit 5 and 6) they going to
(travel)?

Goodbye Next year, it’s going to be bigger! It’s really exciting!

Mother Language Day: alphabet, Arabic, characters, Japanese, Spanish, Turkish

International Day of Happiness: camping, circus, medals, rainbow, relatives, sunset
Celebrations World Children’s Day: chat, dream, enjoy, find out, join a club, learn
International Day of Friendship: be kind, give, invite, meet, post, text

4 Course overview

F03_RS_TB5_6000_F03.indd 4 5/24/21 9:37 AM

 Real-world
Pronunciation Functional language Global citizenship Project
writing
Talking about ability Working together where we A website A progress puzzle
We can plant more trees and live
flowers.

apple /æ/, Expressing surprise Learning about animal An animal A wildlife space
day /eɪ/ Wow! Really? That’s habitats fact file
unbelievable! How amazing! climate, habitat, shelter, survive

foot /ʊ/, Giving advice and making Using technology responsibly A blog post A technology
shoe /uː/ suggestions and safely advice poster
You should (talk to somebody). chat online, make video calls,
You shouldn’t (talk to people search the internet, open
you don’t know). emails

climb /kl/, Making and responding to Sharing skills with others Instructions A class skills share
create /kr/ offers air, flat, float, sink
Shall I help you? Oh, thank
you! That’s very kind.

clear /ɪə/, Asking for clarification and Celebrating different A review An international
please /i:/ checking understanding festivals festival display
What does (baklava) mean? moon, sky, stars, sun
How do you spell (baklava)?

waited /ɪd/, Asking for and giving Helping our communities A story A kindness wall
smiled /d/, reasons collect, donate, project,
walked /t/ Why did she need help? volunteer
She needed help because (her
shopping was heavy).

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

Future skills 1: Working with others Future skills 4: Organisation

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

Course overview 5

F03_RS_TB5_6000_F03.indd 5 5/24/21 9:37 AM

 e
Welcome A great place to liv

es
Key learning outcom in Welcome, the pupils will:

Wonder Participate in social exchanges in English

Understand overall meaning and main idea(s) from short

Imagine
sentences and texts on everyday topics

Build Exchange information on familiar topics

Understand overall meaning and main idea(s) from short

Grow sentences and texts on everyday topics

Shine Create a progress puzzle

30

M01_RS_TB5_6000_M01.indd 30 10/05/2021 14:44

 Unit overview
Target vocabulary Target structures
Places: bridge, building, city centre, city hall, farm, field, flat, What do you like doing? I like (talking to people).
hill, street, village What does he / she like doing? He / She likes (helping people).
Countries: Argentina, China, Italy, Mexico, Poland, Spain, What time do you wake up? I wake up at (five past / to seven).
Turkey, UK, USA

Values
Functional language
Working together where we live.
We can plant more trees and flowers.

Competency focus
Recycling and building
Be motivated to learn and recognise the different
I like going to the city. It’s one o’clock / half past one.
strategies to approach and complete tasks.

Language stretch
What time is lunch?

Key progress indicator chart

GSE range for Level 5: 31–39 (stretch 42) Development indicator:

Speaking Ask and answer questions about past events

and future plans.

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

Can take part in a very simple conversation on a familiar Participate appropriately in common social and
topic (e.g. their home, family, school) if the other speaker interpersonal exchanges using simple language and
repeats questions as necessary and speaks slowly and expressions.
clearly. (32)

Can tell the time of day to within ten minutes. (32) Use a few words to name, talk about or describe familiar
situations.

Can talk about a familiar place in a basic way. (35) Use simple language to talk about and describe familiar
objects and situations or express basic opinions or
attitudes in short stretches of speech.

Writing Use the correct phrases for different

text types.

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

Can understand a simple written dialogue on a familiar topic. Understand overall meaning and main idea(s) of simple
(32) written texts on everyday topics.

31

M01_RS_TB5_6000_M01.indd 31 10/05/2021 14:44

 Lesson 1 – Vocabulary Pupil’s Book page 4
live
Welcome A great place to
Objectives Wonder
•
3
Lesson aim: to talk about living in different places
•
1 4
Target language: bridge, building, city centre, City Hall, farm, fields, flat, hills, street,
village
•
6
Recycled language: Where do you live? I live in… , places 2
5

GSE
• Productive: Speaking: Can say what’s in a town (e.g. buildings, places) using basic 7

words and phrases. Can talk about a familiar place in a basic way. Alex

• Receptive: Listening: Can follow a simple conversation between two people or Leo
der…
characters, if supported by pictures. Bella
w
on
What do you
like about where

I
you live?

Wonder: sparking curiosity

•Encourage pupils to create their own questions through noticing small things and 1 building
2 street
Lesson 1

making connections to the world around them. 3 hills What can you see? 3 0.04
Listen again.

•
Then answer.
4 flat
Tell pupils this is a ‘Wonder’ lesson. Write the learning objective on the board: 5 city centre
1 0.02
Listen and explore. Who lives…
1 on a farm in the
2
We’re learning to talk about living in different places. Listen, point and say. countryside?
0.03
6 City Hall
2 in a village?
7 fields 3 in a flat near the city centre?
4 in the city near the park?
8 village Where do your

Materials 9 bridge
friends and
4 Where do you live?

•
family live?
10 farm Say.
Audio; Flashcards
4 Vocabulary Places

M01_RS_PB5_5584_M01.indd 4 5/4/21 1:53 PM M01_RS_PB5_5584_M0

Starting the lesson: warm up Ending the lesson

● On the board, write: city, village, countryside. Ask pupils to say how ● Place the flashcards on the board. Have pupils
each of these places is different. close their eyes and remove two flashcards. Pupils
open their eyes and say which are missing.
Big Picture: What can you see? In
troduc Activity Book page 2
e

Refer pupils to the Big Picture and ask them what they can see (a map).
1
●
Look and write. Pupils unscramble the letters to
complete the sentences.
I wonder
● Read the I wonder question and then elicit answers from the class. ANSWER KEY: 1 City Hall, 2 flat, city centre,
Encourage pupils to give reasons for their answer (e.g. I like living in 3 building, street, 4 farm, hills, fields
the city because you can do a lot of different things.)

1 D
iagn ose
0.02 Listen and explore. Activity 1 Pupil’s Book audioscript
● Play the audio and have pupils point to the children they hear Leo Hey! Are you here for the Great Places
speaking. project?
● Play the audio again and have pupils point to the different places. Bella Yes! I’m Bella.
Leo This map is great. Where do you live?
2 0.03 Listen, point and say.
Bella I live here in the city. You can see my
● Play the audio and have pupils point to the places in the picture. flat. It’s in that tall building. What’s your
● Then play the audio again and have pupils point and repeat each word. name?
Leo I’m Leo. Can you see this village? I live in a
3 0.04 Listen again. Then answer. new house there, next to the bridge.
● Read the questions, then play the audio for the pupils to complete the Nadia I live in the countryside, too. My name’s
activity. Nadia. Can you see those fields? My house
is there. It’s a farm.
ANSWER KEY: 1 Nadia, 2 Leo, 3 Bella, 4 Sam Bella Oh, wow! Are those your sheep and cows
in the fields?
Nadia Yes, they are. I love animals.
4 Where do you live? Say. Sam Me, too! I’m Sam. I’ve got a dog. I live on
● Do this activity as a class. this street in the city. Can you see the
building next to the park?
Nadia I don’t know the city well. What’s that big
WONDER HELPER building here in the city centre?
Introduce pupils to Bella and tell them she’s the Wonder Alex Ha ha! It’s this building. Welcome to the
Helper. Read her question, then elicit answers. City Hall! I’m Alex. I’m going to help you do
your projects for the Great Places Festival.

t t t t t t t t
32 Starting
the lesson
Learning
path
Big Picture Presentation:
Activity 1 and 2
Practice:
Activity 3 and 4
Wonder
Helper
Activity Book:
Practice
Ending
the lesson

M01_RS_TB5_6000_M01.indd 32 10/05/2021 14:44

 Lesson 2 – Structures Pupil’s Book page 5
Lesson 2

1 0.05
Read. Then listen and match.
Leo Sam Bella Nadia Objectives
a I like learning about different
• Lesson aim: to ask and answer about what people like doing
•
clothes, food and music.

b I like showing people

the countryside.
Target language: What do you / does he / she like doing? I like / He / She likes
(talking to people).
•
6 c I like talking to people.

Wonder
8
d I like helping animals in the city. Recycled language: Places
10 2 Read and learn.
GSE
•
Grammar
9
7 What do you like doing? Productive: Speaking: Can take part in a very simple conversation on a familiar
I like talking to people.
topic if the other speaker speaks slowly and clearly.
•
What does he / she like doing?
He / She likes helping people.
Receptive: Listening: Can understand simple expressions about likes and dislikes
3 Read and choose.
1 What do / does you like doing? in short, simple stories or dialogues, if spoken slowly and clearly.
2 I like meet / meeting my friends.
3 What do / does she like doing?
4 She like / likes visiting new places.
Wonder: sparking curiosity
4 What do the characters like
doing? Ask and answer.
•Engage pupils with the unit theme by having them look at the Big Picture and say
What does Leo like doing?
where the characters live.
I can shine! •Write the learning objective on the board: We’re learning to talk about what we like
Sam
5 Ask and answer. doing.
Nadia
What do you like
city centre? doing in the city?
e park? Materials
ve?
I like talking to people.

I can talk about what I like doing

where I live.
• Audio

Structures
Structures What
What does
does he
he // she
she like
like doing?
doing? He
He // She
She likes
likes (talking
(talking to
to people).
people).
5

5/4/21 1:53 PM M01_RS_PB5_5584_M01.indd 5 5/4/21 1:54 PM

Starting the lesson D

iagn ose I can shine! Assess
● To review unit vocabulary, ask pupils to write
as many words as they can remember from the ACHIEVE The pupil can ask and answer questions about where they
previous lesson. live and what they like doing.

1 0.05 Read. Then listen and match.

● Have pupils read the sentences and guess ADJUST The pupil can understand questions about where they live
the answers. Then play the audio for pupils to and what they like doing and give an answer but with errors.
complete the activity.

ANSWER KEY: a Sam, b Nadia, c Leo, EXCEED The pupil can ask and answer questions about where they
d Bella live and what they like doing without prompting.

2 Read and learn.

● Read the Grammar box as a class. Explain that Activity Book page 2
when we talk about what we like doing, we use
the -ing form of the verb after like. 2 Read and write. Then write for you. Pupils refer to their Pupil’s Book to
complete the sentences about the main characters.
3 Read and choose.
● Have pupils complete the activity, then check ANSWER KEY: 2 What does, He likes learning, 3 What does, She likes
answers as a class. helping, 4 What does Nadia like doing on the farm? She likes showing
people.
ANSWER KEY: 1 do, 2 meeting, 3 does,
4 likes
Activity 1 Pupil’s Book audioscript
Sam Leo, what do you like doing in your village?
4 What do the characters like doing? Ask and
Leo I like talking to people. I know a lot of people in the village. Do you
answer.
like living in the city, Sam?
● Do the activity as a class. Sam Yes, I do. I really like learning about the different cultures in the
city. There are a lot of different clothes, food and music. It’s really
5 Ask and answer.
cool. What do you like doing in the city, Bella?
● Ask pupils to think about where they live and Bella I like helping animals in the city. Not many people know about all
what they like doing there. the wildlife in the city. Do you like animals, Nadia?
● Place pupils in pairs and have them ask and Nadia Of course I do. I live on a farm! I really like telling people about the
answer. farm and showing them the countryside. A lot of people visit the
city and they don’t come to the countryside.
Ending the lesson Sam What about Alex, what does he like doing at the City Hall?
● In small groups, pupils ask each other what Bella I think he likes helping people.
they like doing.

t t t t t t t
Starting
the lesson
Learning
path
Presentation:
Activity 1 and 2
Practice:
Activity 3 and 4
I can shine:
Activity 5
Activity Book:
Practice
Ending
the lesson
33

M01_RS_TB5_6000_M01.indd 33 10/05/2021 14:44

 Lesson 3 – Story Pupil’s Book page 6
Lesson 3 Less

Narrator: The children are excited to find

out more about the Great
1
Objectives Places Festival.

•
Alex: So, are you excited to learn more

Lesson aim: to read and understand a conversation about projects for a festival about the projects for the Great

•
Places Festival?
Bella: What are the projects about?
Target language: reading year dates (e.g. 2005, 1910, 2020) Alex: Come and see.

•
Narrator: Alex tells the children about the six

Recycled language: I want… , I love… , I like… projects. When they complete each
project they can have a missing
Imagine

puzzle piece.
Nadia: I love wildlife and travelling to

GSE
places. Those projects sound fun.
Leo: I want to do the project about being

•
I
kind.
Receptive: Reading: Can understand a simple written dialogue on a familiar topic. Sam: When we finish the projects, we can 2

•
show them to everyone at the Great

Receptive: Listening: Can identify key information such as dates in a short Alex:
Places Festival.
Yes, that’s a great idea.
3

description, if supported by prompts or questions.

• Productive: Speaking: Can express years using a standard format. 1 0.06
Listen and point. Then listen 4 Read again. Then answer.
again and say.
1 How many projects are there?

Imagine: fostering imagination: 1 2 Which project does Leo want to do?

2 3 What can the children do at the Great

• Tell pupils this is an ‘Imagine’ lesson. Encourage pupils to be imaginative and

Places Festival?

creative in story lessons. Which project do

•
you want to do?

Write the learning objective on the board: We can understand a conversation

about projects for a festival. I can shine!
1908 2020
5 Imagine you are at the City Hall.
2 0.07
Listen and write the dates. Act out.
Materials
•
Hello, I’m Alex.
3 0.08
Read and listen. What do the
Welcome to the City Hall.
Audio children have to do for the
Great Places Festival?
II can
can understand
understand information
information in
in aa story.
story.

6 Vocabulary Dates

M01_RS_PB5_5584_M01.indd 6 5/4/21 1:54 PM M01_RS_PB5_5584_M0

Starting the lesson D

iagn ose 5 Imagine you are at the City Hall. Act out.
● Ask pupils to say today’s date. Write it on the board. ● Place pupils in groups of six and ask them to take on a role of one
Then write the year, e.g. 2022. Ask pupils how we say of the children in the conversation or the narrator.
this in English (twenty twenty-two). ● Give pupils some time to practise the play. Then invite groups to
role play in front of the class.
1 0.06 Listen and point. Then listen again and say.
● Have pupils look at the dates and the pictures.
● Play the audio for pupils to listen and point. Then I can shine! Assess
repeat for pupils to say the years.
ACHIEVE The pupil can understand information in a
2 0.07 Listen and write the dates. conversation.
● Point out that there are different ways of saying
dates. The numbers are almost always said in pairs
‘Nineteen nineteen’, apart from the ones in the first ADJUST The pupil can understand information in a
decade (e.g. ‘Seventeen oh three’) and 2000 to 2009. conversation with extra support.
● Play the audio for pupils to complete the activity.

ANSWER KEY: 1905, 1910, 2000, 2005, 2016, 2020 EXCEED The pupil can understand information in a
conversation and recount some key ideas.

3 Read and listen. What do the children have

0.08

to do for the Great Places Festival?

● Play the audio for pupils to read along and answer Ending the lesson
the question. ● Ask pupils to write five years for their partner to say.

ANSWER KEY: They have to do six projects. Activity Book page 2

4 Read again. Then answer. 3 0.09

Listen and write the dates. Then number. Pupils listen and
● Have pupils quietly read the conversation again and write the dates, then order them.
answer the questions. Check answers as a class.
ANSWER KEY: 1940, 2007, 2021, 1903, 2025, 2017
ANSWER KEY: 1 There are six. 2 The project about 1 1903, 2 1940, 3 2007, 4 2017, 5 2021, 6 2025
being kind. 3 They can show their finished projects
to everyone.
Extra time: Pupils say three dates for a partner to write.

IMAGINE HELPER
Introduce pupils to Sam, the Imagine helper.
Read Sam’s question together. Have pupils
discuss their ideas in groups.

t t t t t t t t t
34 Starting
the lesson
Learning Presentation:
path Activity 1
Practice:
Activity 2
Story:
Activity 3 and 4
Imagine
Helper
I can shine:
Activity 5
Activity Book:
Practice
Ending
the lesson

M01_RS_TB5_6000_M01.indd 34 10/05/2021 14:44

 Lesson 4 - Communication Pupil’s Book page 7
Lesson 4

nd
1 0.10
Listen and number.
a b c d Objectives
•
more
eat
Lesson aim: to understand and say the time
It’s ten past one. • Target language: What time do you wake up? I wake up at (five past seven).
•
It’s ten to seven. It’s twenty past ten. It’s six o’clock.
the six
e g
Recycled language: What time is it? half past, o’clock
e each f h
ing

to

GSE

Build
fun.
ut being It’s half past nine. It’s twenty to three. It’s quarter past twelve. It’s quarter to five.

we can
e Great
2 Ask and answer. What time is it?
It’s twenty to three.
• Productive: Speaking: Can tell the time of day to within ten minutes. Can ask
3 0.11
Read and learn. Then listen and answer. Picture f!
simple questions about times and events.
Grammar builder

What time is it? It’s ten to three. Build: building confidence

What time do you wake up? I wake up at five past seven.
• Tell pupils this is a ‘Build’ lesson. Review the use of half past and o’clock.
do?
Great
What time does he wake up? He wakes up

Remember! What time

at quarter to six.
• Write the learning objective on the board: We’re learning to say the time.
What time do the children… ? do you have breakfast?
1 start work on their projects 4 start lunch
Materials
•
2 have a break 5 finish lunch
3 watch a video 6 go home
Audio
I can shine!
ity Hall. 4 Ask and answer.

wake up do homework watch TV go to bed have a shower

I can shine! Assess

all. What time do you wake up? I wake up at ten to seven.

aa story.
story. I can tell the time.

Structures
Structures What
What time
time do
do you
you wake
wake up?
up? II wake
wake up
up at
at (fi
(five
ve past
past seven).
seven).
7

5/4/21 1:54 PM M01_RS_PB5_5584_M01.indd 7 5/4/21 1:54 PM

ACHIEVE The pupil can ask and answer about the times of activities.

Starting the lesson D

iagn ose

● On the board write I like… . Ask different pupils ADJUST The pupil can ask and answer simple questions about the
to complete the sentence. Then ask what time times of their activities using prompts.
of the day they usually do these things.

1 0.10 Listen and number. EXCEED The pupil can ask and answer simple questions about the
● Have pupils look at each clock and its caption. times of their activities and the routines of others.
Say the time and ask them to repeat it.
● Play the audio for pupils to number them 1–8.

ANSWER KEY: 1 f, 2 c, 3 e, 4 b, 5 d, 6 a,
Activity Book page 3
7 h, 8 g
4 0.12 Listen and complete for Linda. Then complete for you and write.

2 Ask and answer. ANSWER KEY: Linda: has lunch 12:30, goes to bed 20:15 2 She has
● Model the activity with a confident pupil. lunch at half past twelve. 3 She goes to bed at quarter past eight.
● In pairs, pupils complete the activity.

3 0.11 Read and learn. Then listen and Activity 1 Pupil’s Book audioscript
answer. 1 What time is it, please? 5 What time is it?
● Read the Grammar builder box as a class. It’s twenty to three. It’s ten past one.
2 What time does your brother go 6 What time is it?
BUILD HELPER to sleep? It’s ten to seven.
Have pupils look at Nadia, the Build He goes to sleep at six o’clock. 7 Excuse me, what time is it?
helper. Explain that they will listen to 3 Excuse me, what time is it? It’s quarter to five.
the children and Alex talking about what time It’s half past nine. 8 What time do you have lunch?
they do activities. Play the audio for pupils to 4 What time do you wake up? I have lunch at quarter past
complete the activity. I wake up at twenty past ten. twelve.

Activity 3
Alex Right! Here’s the timetable for today. We start work on our
ANSWER KEY: 1 nine o’clock, 2 half past projects at nine o’clock. We can have a break at half past ten.
ten, 3 quarter to eleven, 4 ten past twelve, Sam Can we go to the café?
5 twenty to one, 6 quarter past two Alex Yes, you can. But don’t come back late! We’re going to watch a
video at quarter to eleven. Lunch is at ten past twelve. I’m going to
4 Ask and answer. order some food and we can eat it here in the City Hall. Let’s finish
lunch at twenty to one. Is that OK? We go home at quarter past
● In pairs, pupils ask and answer about what
two. Are there any questions?
times they do the activities.
Bella Yes, I’ve got a question.
Alex Yes, Bella?
Bella Er… What’s for lunch?

t t t t t t t t t
Starting Learning
the lesson path
Presentation: Practice:
Activity 1 Activity 2
Presentation:
Activity 3
Build Helper I can shine: Activity Book:
Activity 4 Practice
Ending
the lesson
35

M01_RS_TB5_6000_M01.indd 35 10/05/2021 14:44

 al Citiz al Citiz al Citiz al Citiz al Citiz al Citiz
ob e ob e ob e ob e ob e ob e

Gl

Gl

Gl

Gl

Gl

Gl
n

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

Lesson 5 – Global citizenship

friends toys! families! friends! food! special clothes

Pupil’s Book page 8 ob

al Citiz

en
Gl
Ou
OptB
Let’s be Working together I play with I try different I appreciate
Lesson 5 friends
I share
where we live. friends! food! special clothes

toys!

Lorem ipsum
1
Objectives Look quickly at the text. What is it? 2 0.13
Read and listen. Which countries do
Re
•
a a newspaper article you think the photos show?

Lesson aim: to read about how people are solving everyday problems in different b
OptC a guide book
Let’s be I share I celebrate all
China Mexico Poland Spain
Turkey UK USA
I play with I try different I appreciate
1
c
countries
a website
friends toys! families! friends! food! special clothes

• Speaking function: to express ability

•
al Citiz al Citiz al Citiz al Citiz al Citiz al Citiz
ob e ob e ob e ob e ob e ob e

Gl

Gl

Gl

Gl

Gl

Gl
n

n
Global citizenship theme: Working together where we live OptD Let’s make the world a great place to live! 2

•
All over the world, people are working together to solve problems.
Let’s be
friends
I share
toys!
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes

New language: Argentina, China, Italy, Mexico, Poland, Spain, Turkey, UK, USA
Grow

•
a Cars are a problem for many cities. But in the city centre of Pontevedra, Spain,

Recycled language: I can… , We can… there aren’t any cars. Here, people walk or ride bikes everywhere. With no cars,
the streets are safe and quiet.
People want more nature in their cities and towns, too. In China, they have a
Tree Planting Day every year. In Mexico, Argentina and Italy, there are plants on 3
GSE
bridges, walls and buildings. The plants make cities beautiful, and they’re also
b

•
good for the environment.

Productive: Speaking: Can talk about a familiar place in a basic way.

People like helping each other, too. In the UK, children help people with their

•
shopping in supermarkets. In the USA, adults and children go to parks to learn
and teach each other new skills, like how to play board games. C
Receptive: Reading: Can understand the main ideas in simple informational texts, c
Festivals are a fun way to bring people together. At the Children’s Festival in
Turkey, children from all over the world celebrate their traditions with dancing,

if supported by pictures. songs and music.

Technology helps cities, too. In Poland, a company makes plates and bowls
4

from plants. There’s less plastic rubbish in towns and the countryside. The
streets are cleaner, safer and more beautiful, too!

Grow: nurturing growth in society

• Tell pupils this is a ‘Grow’ lesson. Promote global citizenship by increasing pupils’ 3 Read again. Then answer.
1 How do people help the environment in China?
I can shine!

awareness of diversity in countries around the world. 2 How do children help people in the UK?
4 Talk with a friend. How

•
can you make your area
3 In the USA, what can people learn in parks?
Write the learning objective on the board: We’re reading about different countries.
a great place to live?
4 Where do children celebrate their traditions? nature festivals technology

We can plant more trees and flowers.

5
Materials How do people help each

• other where you live? II can

can read
read about
about diff
different
erent countries.
countries. W

Audio; a world map

8 Global Citizenship Working together to improve where we live.

M01_RS_PB5_5584_M01.indd 8 5/4/21 1:54 PM M01_RS_PB5_5584_M0

Starting the lesson D

iagn ose

● Tell pupils to think about where they live. Ask them to I can shine! Assess
say what things they can and can’t do there.
ACHIEVE The pupil can express ability with a little
1 Look quickly at the text. What is it?
prompting.
● Tell pupils to look at the text. Ask them what type of
text it is and how they know.

ANSWER KEY: c – a website ADJUST The pupil can express ability, but with errors.

2 0.13 Read and listen. Which countries do you think EXCEED The pupil can express ability fluently and without
the photos show? prompting.
● Ask pupils to look at the photos and say which countries
from the box they think they show.
● Play the audio for pupils to listen and read along. Ending the lesson
ANSWER KEY: a China, b UK, c Mexico ● Play a questions game. Have pupils sit in small groups. Ask one
pupil a question, e.g. What time do you go to school? and elicit
the answer. Then that pupil asks the person on his / her right the
3 Read again. Then answer. same question. Then ask a different pupil another question, e.g.
● Give pupils a few minutes to read the text again. What do you like doing where you live? Elicit the answer. Pupils
● Place pupils in pairs to answer the questions. continue in the same way and can ask their own questions.

ANSWER KEY: 1 They plant trees. 2 They help people Activity Book page 3
with their shopping in supermarkets. 3 new skills, like
how to play boardgames, 4 Turkey 5 Find and circle nine countries. Then do the Countries
Quiz. Pupils do the wordsearch, then answer the questions.

GROW HELPER ANSWER KEY: 2 China, 3 Italy, Argentina and Mexico, 4 UK,
Introduce pupils to Alex, the Grow helper. As a 5 USA, 6 Turkey, 7 Poland
class, elicit ideas about how people help each
other where they live.

4 Talk with a friend. How can you make your area a

great place to live?
● Ask pupils to think about the three topics and how they
can make their own area better.
● Have pupils share their ideas in pairs. Encourage pupils
to use We can… to structure their answers.

t t t t t t t t
36 Starting
the lesson
Learning
path
Presentation:
Activity 1 and 2
Practice:
Activity 3
Grow
Helper
I can shine:
Activity 4
Activity Book:
Practice
Ending
the lesson

M01_RS_TB5_6000_M01.indd 36 10/05/2021 14:44

al Citiz
e
n

Lesson 6 – Review and project

preciate
al clothes

Pupil’s Book page 9

preciate
al clothes

ries do
Review Objectives
Spain
1 • Lesson aim: to review language from the unit and make a progress puzzle
•
preciate
Look and write.

Revised language: city, farm, city hall, buildings, quarter to, What time is it?
al clothes

There’s a city.
I can see a farm with fields…
al Citiz
e
It’s the morning.
I like…
n

2 Ask and answer about the

preciate
times in the picture.

Shine
al clothes

GSE
•
What time is it on the city hall clock?
Spain,
no cars,
Productive: Writing: Can write simple sentences to describe pictures.
•
It’s quarter to eleven.
ave a
plants on 3 Look at the pictures and practise Productive: Speaking: Can describe a picture showing a familiar scene or activity
saying the dates on the buildings.
using simple language, if prompted by questions.
re also

their
to learn
Create
Shine: Time to shine!
•
al in

Encourage pupils to develop learner autonomy by having them think about what
ancing,
4 Create your progress puzzle.
Write a topic on each puzzle piece.
owls
he they know and what they lack confidence in.
Time to shine! • Write the learning objective on the board: We’re reviewing what we’ve learnt in the
6 Present your picture
to the class.
unit and making a progress puzzle.
How
area
e? Here’s my progress puzzle.
Materials
•
I want to do the project about
logy sharing skills. I like learning
flowers.
5 Ask and answer.
new things. Colouring pencils, scissors
ountries.
ountries. What project do you want to do? I can talk about a progress puzzle.

Unit
Unit project
project AA progress
progress puzzle
puzzle
9

5/4/21 1:54 PM M01_RS_PB5_5584_M01.indd 9 5/4/21 1:54 PM

Time to shine!
Starting the lesson D
iagn ose

● Ask pupils to say as many new words that they 6 Present your picture to the class.
have learnt in this unit as possible. Write them ● Tell pupils to write a few sentences about their picture before presenting
on the board. their work to the class.

Review Ending the lesson

● Ask pupils to look back through the unit and to find something they would
1 Look and write. like to do again. Have a class vote and do the most popular activity again.
● Have pupils complete the activity and compare ● Refer pupils to the progress chart on page 3 of the Pupil’s Book. Have
answers with a partner. them read the sentences for each skill and notice what they have achieved
so far.
2 Ask and answer about the times in the
picture.
Activity Book page 3
● Review telling the time as a class.
● Place pupils in pairs to complete the activity. I can shine!
3 Look at the pictures and practise saying the
dates on the buildings. 6 Write about you. Pupils complete the activity about themselves.
● Review the dates as a class.
● Place pupils in pairs to complete the activity. Extra time: Pupils see how many new words they can make from the
phrase. You can give them a time limit or ask them to compare with a
Create partner afterwards. Then see who has found the most words.

4 Create your progress puzzle. Write a topic Time to shine! Assess

on each puzzle piece.
● Have pupils look at the example in the Pupil’s
ACHIEVE The pupil can use simple sentences to talk about where
Book. Tell pupils that the pictures on each
they live and what they like doing there. They can say a range of
puzzle piece should reflect each of the unit
times in English.
topics.
● Explain to pupils that they will refer to this
puzzle at the end of each Review unit.
● Have pupils make their own puzzles ADJUST The pupil can say where they live and describe what they
individually. like doing in one or two simple sentences. They need support with
telling the time.
5 Ask and answer.
● Pupils ask and answer questions about their
pictures and the different projects in pairs. EXCEED The pupil can talk about where they live and what they like
doing there confidently with little or no support. They can say any
time in English and use it to describe when they do activities.

t t t t t t t
Starting
the lesson
Learning
path
Review: Activity
1, 2 and 3
Project:
Activity 4 and 5
I can shine:
Activity 6
Activity Book:
Practice
Ending
the lesson
37

M01_RS_TB5_6000_M01.indd 37 10/05/2021 14:44

 1 Exploring wildlife

es
Key learning outcom in Unit 1, the pupils will:

Wonder Compare simple facts and details in simple language

Understand overall meaning and main idea(s) from short

Imagine
sentences and texts on everyday topics

Build Participate in social exchanges in English

Write a short text on common topics using

Grow
simple language

Shine Design a wildlife space

38

M02_RS_TB5_6000_M02.indd 38 10/05/2021 14:52

 1
Unit overview
Target vocabulary Target structures
Animals: beetle, camel, cheetah, crocodile, deer, eagle, A (deer) is shorter than a (camel).
kangaroo, polar bear, tortoise, wolf The (cheetah) is more (beautiful) than the (deer).
Adjectives: dangerous, friendly, important, intelligent,
safe, young
Pronunciation
Functional language apple /æ/, day /eɪ/

Wow! Really? That’s unbelievable! How amazing!

Values
Recycling and building Learning about animal habitats.

adjectives, animals, places in nature, they are… , they’ve got…

Competency focus
Language stretch Support and appreciate the importance of scientific
Did you know… ?, Guess what? investigations and help resolve problems.

Key progress indicator chart

GSE range for Level 5: 31–39 (stretch 42) Development indicator:

Speaking Ask and answer questions about past events

and future plans.

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

Can make simple, direct comparisons between two people Compare and contrast simple facts and / or details
or things using common adjectives, given a model. (38) from short texts or sources in simple language.

Can express surprise or shock, using a simple fixed Participate appropriately in common social and
expression. (33) interpersonal exchanges using simple language and
expressions.

Can describe the appearance of a person or animal using Use simple language to talk about and describe familiar
simple language. (33) objects and situations or express basic opinions or
attitudes in short stretches of speech.

Writing Use the correct phrases for different

text types.

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

Can write simple factual descriptions of animals Write a short text on common topics and situations
(e.g. habitat, abilities), given prompts or a model. (38) using simple language.

39

M02_RS_TB5_6000_M02.indd 39 10/05/2021 14:52

 1 Lesson 1 – Vocabulary Pupil’s Book page 10

Objectives Wonder: sparking curiosity Wonder

• Lesson aim: to name and describe animals, and talk about •Encourage pupils to think about
where they live where wild animals usually live. Ask if wild animals
• Target language: beetle, camel, cheetah, crocodile, deer, eagle, should be taken out of their environment and
kangaroo, polar bear, tortoise, wolf placed in zoos or even kept as pets. Encourage
• Recycled language: There’s a… , I can see… , It lives… , wild pupils to explain their answers.
animals (e.g. lion, snake, tiger) •Point to ‘Wonder’ on the progress path and write
the learning objective on the board: We’re learning
GSE to talk about where animals usually live.
• Productive: Speaking: Can describe where an animal lives in
a simple way. Materials
• Receptive: Listening: Can identify animals from short • Audio; Our World video; Flashcards; sheets of paper
descriptions.

Starting the lesson: warm up

Exploring wildlife
● Ask pupils to name different animals that they
know. Write them on the board. Ask a pupil to
choose an animal from the board and have the
pupil describe the animal as best they can for the
class to guess.

ls.
Name, describe and compare anima
Big Picture: What can you see? In
troduc

e
l needs.
Understand a story about anima
● Look at the Big Picture and ask What animals
Express surprise.
5 can you see? What colour are they? Are they big?
Write an animal fact file. 3 Are they small?
Design a wildlife space. ● Pupils might know animals from the new
vocabulary set. Accept answers and ask them
4
to point to the animals in their Pupil’s Book.
der… SUPPORT As pupils describe the animals, write the
on 1
w Why are some phrases on the board and underline the adjectives,
animals in
e.g. a beautiful eagle, a small, white polar bear.
I

danger?
Tell pupils that the underlined words describe
2 something. They are called adjectives and they
go before the thing we are describing (the noun).
STRETCH Ask pupils to look at the picture and say
what else they see in it, e.g. some big trees, some
green grass.
1 tortoise Lesson 1
2 crocodile
3 cheetah What can you see? 3 Watch the video. TEACHER TIME TO SHINE: recycling vocabulary
4 kangaroo
A good way of recycling vocabulary is to play
1 1.01
Listen and explore. 4 Where do the
5 deer animals live? Say. the True / False game. Tell pupils to look at the
6 eagle
2 1.02
Listen, point and say. picture. Say There is a city hall. (False) There is a
The wolf lives in
7 camel the mountains. tree. (True). Pupils say if the sentences are true
8 wolf
or false. Continue with more sentences.
The crocodile
9 polar bear What animals lives in the river.
10 beetle live near your
home? I wonder
10 Vocabulary Animals
● Draw pupils’ attention to the I Structures
wonderA question.
(deer) is (shorter) than a (camel).
Have pupils recall any animals they know that are
M02_RS_PB5_5584_M02.indd 10 5/5/21 1:43 PM in danger. Ask pupils why they think some animals
are in danger. Explain that they will learn more
about the answer to this in the unit.

t t t t t t t
40 Starting
the lesson
Learning
path
Big Picture I wonder Presentation:
Activity 1
Presentation:
Activity 2
Flashcards

M02_RS_TB5_6000_M02.indd 40 10/05/2021 14:52

 1
1 D
1.01 Listen and explore. Activity Book page 4
iagn ose

● Ask pupils what they think the conversation will be about.

Wonder
Write three animals that live in the ocean. This activity

w!
Le
t’
s Revie
● Tell pupils to listen carefully and point to the animals or
reviews words pupils may already know which link to the
things they hear. SUPPORT Play the audio with pauses and
vocabulary topic for this unit. This recycles wildlife words
have pupils say what they just heard. STRETCH As a follow
from Activity Book 4 Unit 5.
up, ask Which animals do Nadia and Sam like? (Nadia likes
cheetahs. Polar bears are Sam’s favourite animal.)
POSSIBLE ANSWERS: dolphin, jellyfish, octopus, sea
2 1.02 Listen, point and say. horse, seal, shark, starfish, whale
● Teach the new vocabulary items with flashcards. Place them
on the board and say each one as you point to it. 1 Look and write a, e, i, o or u. Pupils look at the animals
● Play the audio. Tell pupils to look at you. As the audio says an and complete the words with the correct vowels.
animal, point to its corresponding flashcard.
● Tell pupils you will play the audio again for them to point and ANSWER KEY: 2 polar bear, 3 cheetah, 4 eagle,
repeat each word. Play the audio with pauses for pupils to 5 tortoise, 6 kangaroo, 7 beetle, 8 camel, 9 crocodile,
repeat. 10 wolf
3 Watch the video.
● Explain to pupils they will now watch a video showing how 2 Look at Activity 1 and write. Pupils look at the photos in
animals and people can live together. Before playing the Activity 1 to complete the sentences.
video, ask pupils to guess what animals they might see in
the video. ANSWER KEY: 2 camel, 3 There’s a crocodile in the river.
● Play the Our World video and elicit answers (birds, iguanas, 4 There’s an eagle in the sky. 5 There’s a polar bear in the
seals, flamingos, penguins, tortoises, sharks). snow.

4 Where do the animals live? Say.

Wonder helper: Pupils look at the photos again and answer
● Revise different habitats that pupils know. Write them on the question.
the board.
● Place pupils in pairs and have them do the activity. Then ANSWER KEY: deer, cheetah, tortoise, beetle and
invite pairs to share their ideas with the class. kangaroo

WONDER HELPER
Extra time: Pupils compare the animals by size and place
Ask pupils if they remember who the Wonder
them in order. They can write in their notebooks and if another
helper is (Bella).
pupil has finished and done the activity too, they can compare
Have pupils think about all the different animals they answers together.
know. Elicit different animals and write their ideas on
the board. Then read Bella’s question to the class and
Activity 1 Pupil’s Book audioscript
ask pupils to say which of those animals they can find
near where they live. To extend the activity, have pupils Nadia Hey, Leo! Look at the artwork! It’s cool!
say which of them they can find in the country, but not Leo Wow! Is that a cheetah in the tree?
necessarily close to where they live. Nadia Yes, it is. There’s a deer hiding in the forest, too.
Leo Yeah! And there’s a crocodile in the river.
Nadia Oh, yes! I think the crocodile is scarier than the
cheetah! What’s in the mountains?
FUTURE SKILLS: enquiry and imagination Leo There’s a wolf. Look at its grey fur.
Ask pupils what wild animals they have in their country Nadia Yes, it’s strong. And there’s a beautiful eagle flying
and if they are in danger in any way. Ask what they can do in the sky. It’s got big wings.
to protect them. Leo Oh, yes! And I can see a tortoise in the grass.
Nadia Really? Where? Oh yes, I can see it. Look! There’s
a big white polar bear in the snow.
Ending the lesson Leo Wow! That’s my favourite animal. And is that a
● Play Bingo with the class. Ask pupils to write six animals in camel in the desert?
their notebooks. Explain that you will say different animals. Nadia Oh, yes! Oh, look what’s on my hand!
If the animal you say is on their list, they cross it off. When Leo What’s that?
all the animals have been ticked off, they say Bingo! As Nadia It’s a beetle!
you say each animal, raise its corresponding flashcard to Leo Oh, of course! There are beetles in our town and
reinforce vocabulary learning. other animals, too. Like deer, butterflies, foxes,
rabbits…

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
41

M02_RS_TB5_6000_M02.indd 41 10/05/2021 14:52

 1 Lesson 2 – Structures Pupil’s Book page 11

Objectives Wonder: sparking curiosity Wonder

• Lesson aim: to compare two animals •Engage pupils with the Big Picture
• Target language: A (deer) is (shorter / bigger / scarier / cuter) by asking them to name the animals in it.
than a (camel). It’s faster than a… •Point to ‘Wonder’ on the progress path and write
• Recycled language: It lives… , It can… , What is it? the learning objective on the board: We’re learning
how to describe different animals.
GSE
• Productive: Speaking: Can make simple, direct comparisons Materials
between two people or things using common adjectives, given • Audio; Flashcards; sheets of paper
a model.
• Receptive: Listening: Can understand simple comparisons
between objects or people, if spoken slowly and clearly.

Imagine Build Grow Shine Starting the lesson

Wonder
● Review the unit vocabulary by playing a game. Tell
Lesson 2
pupils you are going to mime an animal for them to
guess. Play for two rounds and then invite pupils to
9
1 1.03
Read and answer. Then listen the front of the class to mime.
and check.
1 It’s got a long tail and it can jump.
It’s bigger than a monkey. 1 1.03 Read and answer. Then listen and check.
6 What is it? ● Put a flashcard on the board. Ask pupils to describe
8 2 It’s bigger than a bee, but it’s smaller
than an eagle. the animal as best they can.
It lives in the grass.
It’s very slow.
● Place three flashcards of different-sized animals on
What is it? the board. Pointing accordingly, say A (cheetah) is
bigger than a (cat), but it’s smaller than a (camel).
2 Read and learn.
7 ● Ask pupils to look at the Big Picture to help answer
Grammar question 1. Complete this item as a class.
A deer is shorter than a camel. ● Then ask pupils to do question 2 with a partner.
A cheetah is bigger than a cat. ● Play the audio for pupils to check their answers.
A wolf is scarier than a dog.
A kangaroo is cuter than a beetle.
10 ANSWER KEY: 1 a kangaroo, 2 a tortoise
3 Choose and say.
1 A beetle is bigger / smaller than a tortoise.
2 A wolf is taller / shorter than a camel. 2 D
iagn ose
Read and learn.
3 A crocodile is cuter / scarier than a deer.
4 A tortoise is faster / slower than a cheetah. ● Refer pupils to the Grammar box. Explain that
when we compare two animals or things in general,
4 Make sentences about the animals
in the picture. we use -er than after the adjective.
The eagle is stronger than the deer.
● On the board, write: short, big, scary, cute. Ask
pupils to say their comparative (-er) form and
write them on the board. Focus on big – bigger.
I can shine! Ask pupils if they see a difference in the spelling
(double g).
5 Make riddles about animals.
● Repeat with cute. Explain that when adjectives end
It’s faster than a camel, but it’s
slower than a cheetah. It lives in
in e, we only need to add -r.
the forest. What is it? ● Repeat with scary. Explain that the y becomes i
I can compare two animals.
when changing to the -er form.

11
3 Choose and say.
Structures A (deer) is (shorter) than a (camel).
● Pupils complete the activity individually.
M02_RS_PB5_5584_M02.indd 11 5/5/21 1:44 PM ● Check answers as a class. SUPPORT Write
different adjectives on the board, e.g. thin, tall,
small, nice, pretty. Ask pupils to help you write them
in their comparative form (thinner, taller, smaller,
nicer, prettier). Then as a class, make sentences
using these adjectives in the comparative form.

t t t t t t
42 Starting the
lesson
Learning
path
Presentation:
Activity 1
Presentation:
Activity 2
Extra
activity
Practice:
Activity 3

M02_RS_TB5_6000_M02.indd 42 10/05/2021 14:52

 1
STRETCH Place pupils in pairs. Tell them you are going to
give them an adjective and they have to say its comparative Extra activity
form and make a sentence with it. Invite pairs to say their Ask pupils to imagine they are an animal. Ask them to

Wonder
sentences to the class. Repeat for a few adjectives. describe themselves as best as they can without telling
the class what animal they are. The class has to guess
ANSWER KEY: 1 smaller, 2 shorter, 3 scarier, 4 slower what animal they are. Pupils can work in small groups to
complete this activity.

4 Make sentences about the animals in the picture.

● On the board, write: Ending the lesson
1 the kangaroo / the crocodile ● Explain that you will say a false sentence for them to
2 the polar bear / the deer correct. Say A beetle is bigger than a camel. Elicit A camel
3 the cheetah / the camel is bigger than a beetle. Continue in this way for a few more
4 the tortoise / the wolf animals. Then pupils play the game in pairs.
● Refer pupils to the first item on the board. Ask them to make
a sentence with it. Write it on the board underlining the -er Activity Book page 5
than form, e.g. The kangaroo is taller than the crocodile.
1.04
● Then place pupils in pairs and have them complete the 1 Listen and tick (✓). Then match to make
activity. Tell pupils they can use other adjectives as well to sentences. Pupils tick the correct animal photo after
describe the animals. listening to the audio, and then match the correct sentence
halves.
SUGGESTED ANSWERS:
1 The kangaroo is cuter than the crocodile. ANSWER KEY: b (a polar bear), 2 a, 3 d, 4 b, 5 c
2 The polar bear is stronger than the deer.
3 The cheetah is faster than the camel.
4 The tortoise is slower than the wolf. 2 Look, choose and write. Pupils choose the correct word
and then complete the sentences.

5 Make riddles about animals.

ANSWER KEY:
● Refer pupils to the riddle. Ask if they know the answer 2 A rabbit is shorter than a camel.
(deer / wolf). 3 A deer is cuter than a crocodile.
● Explain to pupils that they have to make a riddle about an 4 A polar bear is bigger than a kangaroo.
animal that has one comparison and some information 5 A kangaroo is faster than a beetle.
about what it’s like and where it lives. They can use other
words they know, e.g. stripes, wings, colours.
● Place pupils in small groups and ask them to write a riddle I can shine!
on a sheet of paper.
● Then ask pupils to swap riddles with another group to 3 Choose your favourite animal. Write a riddle for a
answer. partner. Pupils write a riddle about an animal using
the prompts.

I can shine! Assess

Extra time: Pupils make flashcards with adjectives and
corresponding comparative forms to test themselves and
ACHIEVE The pupil can describe animals and each other.
compare them.
Activity 1 Pupil’s Book audioscript
ADJUST The pupil can understand and answer simple 1 Alex It’s got a long tail and it can jump. It’s bigger than
questions to identify animals after looking at pictures. a monkey. What is it?
Bella It’s a kangaroo.
Alex Yes!
2 Bella It’s bigger than a bee, but it’s smaller than an
EXCEED The pupil can describe and compare animals eagle. It lives in the grass. It’s very slow. What
easily, using correctly spelt comparative adjectives, is it?
with little support. Alex It’s a tortoise.
Bella Yes!

t t t t t
Practice:
Activity 4
I can shine:
Activity 5
Activity Book:
Practice
Ending the
lesson
Learning
path
43

M02_RS_TB5_6000_M02.indd 43 10/05/2021 14:52

 1 Lesson 3 – Story Pupil’s Book pages 12 and 13

Objectives Imagine: fostering imagination Imagine

• Lesson aim: to read and understand a story about what • Encourage pupils to be imaginative
animals need and creative. Invite pupils to imagine they are
• Recycled language: beautiful, brave, colourful, interesting animals in the forest. Ask them how they feel
• Receptive language: dangerous, friendly, important, when they see their homes being destroyed.
intelligent, safe, young • Point to ‘Imagine’ on the progress path and
write the learning objective on the board:
GSE We’re listening to and reading a story about
• Receptive: Reading: Can follow simple stories with basic what animals need.
dialogue and simple narrative.
• Receptive: Listening: Can follow a simple conversation Materials
between two people or characters, if supported by pictures. • Audio; Flashcards

Wonder Build Grow Shine

Imagine
FUTURE SKILLS: enquiry and imagination
Lesson 3

1 Look. How many different animals are in the story? Sharing Ask pupils to say what other animals live in the
2 1.05
Read and listen. What does the girl learn from
the animals?
the forest forest. Ask what they eat and where they sleep.
3 Match the words in the text to the pictures.
Then ask pupils to say where these animals
would eat and sleep if the forest was cut down.
1 2 3

A young girl lives near the forest with her grandmother.

3
4 5 6 ‘We need wood for the fire,’ says the old woman.
‘I’m stronger than you, Grandma,’ says the girl. ‘I can go to the forest.’
‘Be careful’, says her grandmother, ‘There are dangerous animals.’ Match the words in the text to the pictures.
In the forest, the girl starts to cut down a tree. Some colourful parrots
fly out. ‘Go away!’ they call.
She sees three monkeys in the tree. ‘Those animals are safe here,’
● Ask pupils to look at the photos and describe what
they see.
she thinks. ‘This is their home.’
4 Read again. Then choose.
Then a friendly deer comes from behind the tree. It’s eating some leaves.
1 Grandma says, ‘There are kind / dangerous animals’.
The girl sees a bee. It’s working in the flowers.
Have pupils complete the activity in pairs.
2 A young / old girl goes into the forest.
3 The tree is a safe / dangerous home for parrots and monkeys. Suddenly, a wolf wakes up under the tree. The wolf is more dangerous ●
4 A friendly / scary deer eats leaves from a tree. than the deer.
5
Check answers as a class. Then drill the new words
The girl runs away from a fast / slow wolf.
‘Help!’ says the girl. She runs away, but the wolf is faster than her.
6 The wolf says the girl is intelligent / important. ●
‘Stop!’ calls the wolf. ‘I want to talk to you.’
What do animals need?
I can shine!
The girl is surprised.
‘Listen!’ says the wolf. ‘Trees are important
important. They’re our homes and our
using the flashcards. SUPPORT Tell pupils that we
can often work out what a word means by looking
5 food. They give us oxygen.You’re an intelligent person! Take some
Imagine another animal in the story.
Answer. wood but don’t cut down our trees.’
The girl takes some wood for the fire and goes home.
at the words around it. Ask pupils to read the
What does the girl see?
What’s the animal doing? ‘You’re safe!’ says her grandmother.
What does the animal say?
‘Yes, Grandma,’ says the girl. ‘But the animals aren’t safe. We should
sentences the words occur in to help them decide
What does the girl think?
plant more trees. The animals need their homes and we can share the
forest with them.’

what it means. STRETCH Ask pupils to make their

I can understand events in a story.

12 13
Vocabulary Adjectives Story value Protecting the places where animals live.
own sentences with the bold words to share with
the class.
M02_RS_PB5_5584_M02.indd 12 5/5/21 1:44 PM M02_RS_PB5_5584_M02.indd 13 5/5/21 1:44 PM

Starting the lesson D

iagn ose
ANSWER KEY: 1 safe, 2 dangerous, 3 young,
● On the board, write the word Sharing. Ask pupils what kinds of things 4 important, 5 intelligent, 6 friendly
they share. Then ask pupils to look at the picture. Ask where these
animals are (in the forest). Ask if this is their home (yes). Ask pupils
if they would share their homes with people who are not part of their RECEPTIVE SKILLS TIP
families. Why? / Why not? To help pupils understand the sequence of the
text: access the Pearson English Portal, make
1 Look. How many different animals are in the story? photocopies of the story audioscript (one per
● Refer pupils to the picture. Ask them to find the different animals. Ask pair of pupils) and cut it up at each paragraph.
how many there are and to name them. Give each pair the cut-up text and ask them
to put it in order without looking in their
ANSWER KEY: 5: parrots, monkeys, a deer, bees, a wolf books. Then play the audio for pupils to check
their answers.

2 1.05 Read and listen. What does the girl learn from the animals?
● Ask pupils what they think the story will be about. 4 Read again. Then choose.
● Tell pupils to listen as they follow along in their books. ● Give pupils some time to complete the activity.
● Ask if their guesses were correct. Then ask pupils to say what the girl ● Check answers as a class.
learns from the animals. Ask pupils where they found the answer.
ANSWER KEY: 1 dangerous, 2 young, 3 safe,
SUGGESTED ANSWERS: She learns that animals also have needs; 4 friendly, 5 fast, 6 intelligent
that trees are important for animals; that animals are not safe;
and that humans should share forests with animals.

t t t t t t t
44 Starting
the lesson
Learning
path
Pre-reading:
Activity 1
Reading text:
Activity 2
Presentation:
Activity 3
Flashcards Extra
activity

M02_RS_TB5_6000_M02.indd 44 10/05/2021 14:52

 1
Activity Book page 6
IMAGINE HELPER
1

Imagine
Ask pupils who the Imagine helper is (Sam). Read Read and write G (girl), W (wolf) or GR (Grandmother).
his question aloud. Give pupils a few minutes to Then number. Pupils read the story again identifying who
think and discuss their ideas in pairs. Remind them to look said each sentence and the order they say them in.
back at the story for help.
ANSWER KEY:
2 I can go to the forest. (G)
5 Imagine another animal in the story. Answer. 3 Stop! I want to talk to you. (W)
● Place pupils in groups to read and answer the questions. 4 Take some wood, but don’t cut down our trees. (W)
Have groups share their answers with the class. 5 You’re safe! (GR)
SUPPORT Help pupils to answer the questions by giving 6 We should plant more trees. (G)
them this model on the board:
The girl sees a friendly / dangerous / tortoise / eagle /
. 2 Read and write. Pupils unscramble the adjectives to
It’s eating / sleeping / . complete the sentences.
It says stop / look / .
The girl thinks ‘These animals need the trees for food / oxygen / ANSWER KEY: 2 safe, 3 friendly, 4 important,
.’ 5 dangerous, 6 intelligent
STRETCH Pupils write a short dialogue between the girl and
the animal to present to the class. Imagine helper: Pupils talk about the story setting and their
favourite characters.
I can Shine! Assess
I can shine!

ACHIEVE The pupil can understand the sequence of 3 How can you help wildlife? Write. Pupils complete the
events in a story with no support. sentences with their own ideas.

POSSIBLE ANSWERS:
ADJUST The pupil can understand the sequence of I can plant flowers for butterflies.
events in a story when prompted. I can plant purple flowers for bees.
I can give water to birds.
I can put my rubbish in the bin.
EXCEED The pupil can explain the sequence of events I can give food to birds.
in a story with no support. I can leave leaves for animals.

Extra time: Pupils write three reasons why trees are

Story extension important.
Place pupils in pairs. Ask them to write three correct
sentences about the story and one incorrect one. Pairs
swap sentences and have to find the incorrect sentence
and correct it.

Ending the lesson

● Ask pupils to read the story again and choose a scene from
it. Tell pupils to draw this scene and write a sentence or
phrases about it. Pupils present their work to the class.

t t t t t t t
Practice:
Activity 4
Imagine
Helper
I can shine:
Activity 5
Story
extension
Activity Book:
Practice
Ending the
lesson
Learning
path
45

M02_RS_TB5_6000_M02.indd 45 10/05/2021 14:52

 1 Lesson 4 – Structures and song Pupil’s Book page 14

Objectives Build: building confidence Build

• Lesson aim: to compare things using long adjectives with • Build confidence in English
more … than and irregular adjectives language learning by asking pupils to write
• Target language: The (cheetah) is more (beautiful) than the a different verse of the song presented in this
(deer). lesson using a comparative in the more… than
• Recycled language: beetle, camel, deer, cheetah, colourful, form or an irregular one.
eagle, dangerous, kangaroo, intelligent, interesting, wolves • Point to ‘Build’ on the progress path and write
the learning objective on the board: We’re
GSE making sentences about animals.
• Receptive: Listening: Can understand simple comparisons
between objects or people, if spoken slowly and clearly. Materials
• Productive: Speaking: Can make simple, direct comparisons • Audio
between two people or things using common adjectives, given
a model.

Starting the lesson D

iagn ose

Lesson 4
● On the board, write: A butterfly is prettier than a
camel. Ask if pupils agree. Then make a few more
1 1.06
Read and listen. Why does Joe like cheetahs? sentences about other animals and ask if pupils
Akanni: My favourite animals are deer.
agree or disagree.
Joe: I think cheetahs are better ● Next ask pupils to look at the picture in Lesson 3.
than deer.
Akanni: Really? Why? Encourage pupils to make sentences about the
Joe: Look. The cheetah is more animals in the picture using the comparative form.
beautiful than the deer.

1
Akanni: I think cheetahs are more
dangerous than deer!
1.06 Read and listen. Why does Joe like
cheetahs?
2 Read and learn. Then write and say.
● Tell pupils that the plural of deer is deer.
● Then on the board, write: good – better, bad –
Grammar builder worse. Explain that when we use the adjectives
good and bad to compare things, we use better
The cheetah is more beautiful than the deer.
and worse.
Cheetahs are more dangerous than deer. ● Ask pupils what animals they see in the pictures
Rainy days are worse than sunny days. and to guess why Joe likes cheetahs.
Books are better than films.
● Play the audio for pupils to read along and answer
the question.
1 An eagle / intelligent / a beetle.
2 Polar bears / dangerous / deer. Remember! Good better
Bad worse
ANSWER KEY: They are beautiful (more
3 Cheetahs / colourful / wolves.
beautiful than deer).
4 A kangaroo / interesting / a camel.

3 1.07
Read and sing. What is the 4 Ask and answer. Use the prompts.
2 Read and learn. Then write and say.
song about? ● On the board, write the words: beautiful,
school subjects hobbies pets
interesting, colourful, intelligent.
Cheetahs are faster than rivers,
Eagles are more intelligent than kings, TV shows sports places ● Ask pupils to count the syllables in each word and
Polar bears are stronger than mountains, say how many there are. As they do, add slashes to
Beetles are more beautiful than earrings.
Do you think Maths is more the words on the board, separating the syllables,
Our world can be safe for these animals, interesting than English?
If we all help to make everything better. e.g. beau / ti / ful. Tell pupils that when adjectives
Nature is more important than money,
No, I don’t. I think English is
have three or more syllables, we use more… than to
People and animals can live together.
more interesting than Maths. compare things.
● Say a few sentences with these adjectives in the
14 Structures and song The (cheetah) is more (beautiful) than the (deer). comparative form. Communication Expressing surprise.
● Refer pupils to worse and better. Remind them that
these are the comparative forms of good and bad.
M02_RS_PB5_5584_M02.indd 14 5/5/21 1:44 PM

● Then refer the pupils to the Grammar builder box

and have them read the sentences.

t t t t t
46 Starting
the lesson
Learning
path
Practice:
Activity 1
Presentation:
Activity 2
Build
Helper

M02_RS_TB5_6000_M02.indd 46 10/05/2021 14:52

 1
4 Ask and answer. Use the prompts.
RECEPTIVE SKILLS TIP ● Tell pupils to look at the words in the lozenges. Go through
Have pupils look at the text from Activity 1 again and
each lozenge and have pupils give you as many ideas as
identify the adjectives in the comparative form (better
possible related to the theme, e.g. school subjects: Maths,

Build
than, more beautiful than, more dangerous than).
Science, History. Write a few on the board.
Have pupils use the same comparative forms to describe ● Ask two pupils to read the speech bubbles to the class.
the animals in the story in Lesson 3. ● Place pupils in pairs and have them complete the activity.
Monitor and help as necessary.

BUILD HELPER Ending the lesson

Ask pupils if they remember who the Build helper ● Ask pupils to stand in lines of four. Explain that the first
is (Nadia). Have pupils use the words in 1–4 to pupil has to say a phrase with one, two or three words. The
help them make other sentences which compare animals. person after them has to say one more phrase, and the third
Ask pupils if they agree with the sentences, e.g. Is a person has to say the final phrase to make a full sentence.
kangaroo more interesting than a camel? SUPPORT Tell The last person has to say the sentence that the other
pupils to look at item 1 and find the adjective (intelligent). three pupils have just made. Say Television is… , then have
On the board, write: An eagle is than a the next three pupils continue, e.g. Pupil 2: more interesting
beetle. Tell pupils to help you complete the sentence. Take than… , Pupil 3: books, Pupil 4: Television is more interesting
things one step further by asking pupils which of the two than books. Model a few times and then have pupils play the
animals they prefer so that they can make a sentence with game.
better. STRETCH Place pupils in pairs. Tell them to choose
more animals and make sentences to compare them.
Activity Book page 7
They should use long adjectives like those in items 1–4 and
better / worse.
1 Order and write. Explain that for sentences 4–6, pupils
choose which order to put the words in to give their own
opinion.
ANSWER KEY:
1 An eagle is more intelligent than a beetle. ANSWER KEY:
2 Polar bears are more dangerous than deer. 2 I think hockey is more dangerous than snowboarding.
3 Cheetahs are more colourful than wolves. 3 I think people are more intelligent than animals.
4 A kangaroo is more interesting than a camel. 4 I think Science is more interesting than English. /
I think English is more interesting than Science.
3 1.07 Read and sing. What is the song about? 5 I think cats are cuter than dogs. /
I think dogs are cuter than cats.
● Tell pupils to read the song quietly and then tell you in their 6 I think a friend is more important than money. /
own words what it is about. I think money is more important than a friend.
● Play the audio and have pupils follow along in their books.
Repeat the audio for pupils to sing along. Note that some
key lines are repeated in the song but not on the Pupil’s Build helper: Pupils work in pairs to compare ideas.
Book page and so weaker pupils may need support following
along in their book. Grammar extension
● Ask the pupils if they like this song and why. Then ask them Grammar 1 Lesson on page 88 of the Pupil’s Book offers
to look at the song closely and find the sentences with extended practice of the grammar introduced in Unit 1.
comparisons. Further teacher’s notes can be found in the teacher
● Once the pupils are confident with the song, play the resources on the Pearson English Portal.
karaoke version (audio track 1.08) for them to sing along to.

ANSWER KEY: The song is about making the world safer

for animals.

Extra activity
In pairs, have pupils make an extra verse to add to the
song. More confident pupils can compare objects and
places, as well as animals. Then have pupils share their
new verses in small groups. If pupils feel comfortable, play
the karaoke version of the song again (audio track 1.08)
for them to sing their new verses.

t t t t t
Practice:
Activity 3
Practice:
Activity 4
Activity Book:
Practice
Ending the
lesson
Learning
path
47

M02_RS_TB5_6000_M02.indd 47 10/05/2021 14:52

 1 Lesson 5 – Communication Pupil’s Book page 15

Objectives Build: building confidence Build

• Lesson aim: to learn how to express surprise; to practise the • Build autonomy in English through
sounds a /æ/ and ay /eɪ/ using fixed expressions to express surprise.
• Speaking function: to express surprise • Point to ‘Build’ on the progress path and write
• Functional language: Wow! Really? That’s unbelievable! How the learning objective on the board: We’re
amazing! learning to express surprise.
• Recycled language: I can… , Camels can… , They’re intelligent,
They visit / make… , What are you doing? I’m making… Materials
• Audio; Communication cards
GSE
• Receptive: Listening: Can identify the context in which an
everyday conversation is taking place.
• Productive: Speaking: Can express surprise or shock, using a
simple fixed expression.

Wonder Imagine
Build
Grow Shine Starting the lesson
Lesson 5 ● Write Wow! on the board and tell pupils you are
going to tell them some surprising things about
1 1.09
Read and listen. What is 2 1.10
Listen again and repeat
animals. You will pause after each one and if they
Bella making? the words in blue.
Sam: What are you doing?
didn’t know the fact, they should say Wow! Say
Bella: I’m making a hotel for bees to A cheetah looks like a tiger, but it cannot roar. A
Sam:
live in.
Wow! I like bees.
camel’s hump has enough food in it for the camel to
Bella: Me, too. They’re intelligent. live for a few weeks or months. Deer can swim and
They dance to tell other bees
where food is.
jump very high.
Sam: Really?
Bella: Yes! They visit fifty to one 1 D
iagn ose
1.09 Read and listen. What is Bella
hundred flowers to make one
teaspoon of honey.
making?
Sam: That’s unbelievable!
Bella: I know! And bees are the only
● Ask pupils to close their books. Explain that they
insects that make food for us. will hear a conversation about something that
Sam: How amazing!
Bella: That’s why I’m making a bee
Bella is making.
hotel! ● Play the audio and elicit what she is making.

3 Match. Then say with a partner. ANSWER KEY: She’s making a ‘bee hotel’ – a
1 Guess what? I’m going to be… a seventy-five. house for bees to live in.
2 It’s my birthday. I’ve got… b touch my ear with my foot.
3 My grandad is very old. He’s… c on TV!
4 Look, I can… d Spain.
5 We’re going on holiday to… e a new bike.
Extra activity
Guess what? I’m Ask pupils the following true or false questions to
I can shine!
going to be on TV! Wow!
check understanding:
Pronunciation
1 Bees are intelligent. (True)
5 Talk with a partner. 2 Bees can communicate with other bees. (True)
Express surprise.
4 1.11
Say and write. Then listen and check. 3 Bees visit fifteen flowers to make one teaspoon
Camels can live for three of honey. (False. They visit fifty to one hundred
amazing can and that way make
months with no food or water. flowers.)

Apple Day
That’s unbelievable!
2 1.10 Listen again and repeat the words in blue.
I can express surprise. ● With books open, ask pupils to listen to the audio
and follow along.
Communication Expressing surprise.
15 ● Ask pupils what they found interesting about the
conversation between Bella and Sam.
M02_RS_PB5_5584_M02.indd 15 5/5/21 1:44 PM
● Explain that you will play the audio again and this
time pupils have to say what words or phrases
Leo uses to express surprise. (Wow! Really? That’s
unbelievable! How amazing!)

t t t t t t
48 Starting
the lesson
Learning
path
Presentation:
Activity 1
Presentation:
Activity 2
Practice:
Activity 3
Speaking
support

M02_RS_TB5_6000_M02.indd 48 10/05/2021 14:52

 1
3 Match. Then say with a partner.
FUTURE SKILLS: collaboration and communication
● Complete the matching activity as a class, writing the Have pupils work together to create a collaborative
completed sentences on the board. dialogue using new fun facts about animals. Each pupil

Build
● Place pupils in pairs. One pupil should say a sentence and researches a different animal and finds three fun facts
their partner shows surprise. SUPPORT Explain that in about it. They make a small poster with the information
conversations we can use any of the words and phrases and add a picture, either drawn or cut out. They present
that express surprise, there’s no particular order to use their work to the class, who have to respond with the
them in, e.g. A: Guess what? I’m going to be on TV. B: Really? new language.
or B: That’s unbelievable! STRETCH Pupils make their own
conversation using the new language.

ANSWER KEY: 1 c, 2 e, 3 a, 4 b, 5 d I can shine! Assess

4 1.11 Pronunciation Say and write. Then listen and ACHIEVE The pupil can express surprise with a range
check. of taught expressions.
● Refer pupils to the words in the box. Tell them to copy the
table into their notebooks.
ADJUST The pupil can express surprise using one
● Place pupils in pairs and tell them to say the words to each
simple expression.
other so that they can complete the table. Explain that they
should listen for the sound of the second a /eɪ/ in amazing.
Monitor and help as necessary.
EXCEED The pupil can make a dialogue with facts and
● Play the audio for pupils to check their answers. Ask if they expressions of surprise.
can hear the difference in how the words sound.
● Check answers as a class. SUPPORT Place pupils in pairs.
Explain that one pupil has to say a word from the word box
and then their partner has to say another word with the Ending the lesson
same a sound. STRETCH Pupils write a sentence using one
word from the apple group and another from the day group.
● Ask pupils to say what facts they have found interesting in
this lesson.
ANSWER KEY: Apple: can, and, that; Day: amazing, make,
way Activity Book page 7
1.12
2 Read and write a–d. Then listen and check. Pupils
TEACHER TIME TO SHINE: collaborative learning complete the dialogue with the sentences given. Play the
You can make a phonics chart in the classroom for pupils audio for them to check their answers. Place pupils in pairs
to refer to throughout the year. Write the sound being to role play the conversation.
taught in each lesson in the chart. Ask pupils to write a
word with that sound on the chart. Pupils can refer to the ANSWER KEY: 2 c, 3 d, 4 a
chart as they work throughout the year or use the words
there to make sentences, tongue twisters or play games.
I can shine!
5 Talk with a partner. Express surprise.
3 Look and read. Talk with a partner. One pupil talks about
With communication cards: an insect and the other expresses surprise.
● Place pupils in pairs and hand out the communication cards.
Explain that one pupil chooses a card and reads out the fact Pronunciation: First, have pupils read the tongue twister
to their partner. Their partner has to respond using the new aloud quietly to themselves. Then, have them colour the two
language. different a sounds, blue and red, like the examples. Finally, ask
● Show pupils how to use their communication cards by pupils to say the tongue twister six times, as fast as they can.
modelling the activity.
Without communication cards: ANSWER KEY: red: make, cake; blue: can, carrot
● Find out some ‘surprising’ animal facts and write them on
the board. Pupils say a fact to their partner, who responds
using the target language.
● Have pupils repeat the activity by using sentences about
themselves and the new functional language, e.g. A: I can run
very fast. B: Wow! A: I like vegetables more than chocolate.
B: That’s unbelievable!
● As pupils play, monitor for correct use of language.

t t t t t t
Practice:
Activity 4
Pronunciation
practice
I can shine:
Activity 5
Activity Book:
Practice
Ending the
lesson
Learning
path
49

M02_RS_TB5_6000_M02.indd 49 10/05/2021 14:52

 1 Lesson 6 – Global citizenship Pupil’s Book page 16

Objectives Grow: nurturing growth in society Grow

• Lesson aim: to explore different animal habitats • Promote global citizenship by increasing
• Cross-curricular connection: Geography pupils’ awareness of how animals survive
• Global citizenship theme: Learning about different in different habitats and how people endanger
animal habitats their habitats.
• Target language: climate, habitat, shelter, survive • Point to ‘Grow’ on the progress path and write the
• Recycled language: cheetah, crocodile, deer, polar learning objective on the board: We’re reading about
bear, tiger, tortoise, wolf animal habitats and how animals survive.

GSE Materials
• Receptive: Reading: Can identify key information in short, • Audio
simple factual texts from the headings and illustrations.
Can get the gist of short, simple texts on familiar topics,
if supported by pictures.
• Receptive: Listening: Can identify key information from
short audio recordings, if spoken slowly and clearly.
al Citiz al Citiz al Citiz al Citiz al Citiz al Citiz
ob e ob e ob e ob e ob e ob e
Gl

Gl

Gl

Gl

Gl

Gl
n

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

ob
al Citiz Starting the lesson D
iagn ose
en
Gl

OptB
● Ask pupils to think about the animals they have
Lesson 6
Let’s be
friends
I share
Learning about
animal
I play with
friends!
I try different
food!
I appreciate
special clothes learnt about. Ask them to say what they eat, where
they think they sleep and where they think they live.
toys! habitats.
Lorem ipsum

1 Look. What do you think the text 2 1.13

Read and listen. Which animals ● Then ask pupils if they think people are doing things
is about? are in the text?
that are putting these animals in danger.
OptC
Animal habitats
1 Look. What do you think the text is about?
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

Animals live in different habitats around the world. All animals need food and shelter.
But some habitats are dangerous for animals. How do they survive? ● Have pupils look at the headings and photos. Ask
al Citiz
ob Arctic e ob
al Ccold
habitat with itiz climate
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e ob
al Citiz
e what they think the text will be about.
Gl

Gl

Gl

Gl

Gl

Gl
n

OptD ● Ask pupils if they know anything about the habitats

that are presented in the text.
Let’s be I share I celebrate all I play with I try different I appreciate
friends toys! families! friends! food! special clothes

ANSWER KEY: The text is about animals that

Arctic habitats Grassland habitats live in different habitats, including polar bears
The Arctic has a cold and windy climate, with a Grasslands in Africa have a hot climate. Cheetahs and cheetahs.
lot of snow and ice. Polar bears can live there survive because they can run very fast to catch
because they have thick fur to keep them warm. animals to eat. They have

2
You can’t see polar bears because they’re white, spots on their fur, too, so
like the snow. This is how they stay safe. There that they’re difficult to
1.13 Read and listen. Which animals are in the
are no trees or plants in the Arctic, but polar
bears eat fish. There are a lot of fish in the sea!
see in their habitat. When
cheetahs need a shelter to
text?
sleep, they usually climb
a tree.
● Tell pupils to follow along in their books as they
A shelter in a tree
Animals in danger listen to the text.
But some animal habitats are changing. In the Arctic, the ice is getting smaller. This is a problem
● Ask pupils to say what animals they read about.
for animals like polar bears. In other places, people are cutting down trees in the forests and building Then ask why these animal habitats are in danger
houses where wild animals live. Wolves, deer, tigers and crocodiles are coming into cities. They’re
looking for food and shelter. Many animals need our help to survive in the future. (people cut down trees to build houses, the ice is
getting smaller).
3 Read again. Then answer. 4 1.14
Listen. How do desert
1 What’s the weather like in tortoises survive? ANSWER KEY: polar bears, fish, cheetahs,
the Arctic?
2 How do cheetahs survive
5 1.15
Listen again. Then answer. wolves, deer, tigers, crocodiles
in grasslands? 1 Desert tortoises are smaller / stronger
3 Why are some animals than some other tortoises.
moving into cities? 2 They can / can’t run fast.
3 Desert tortoises eat desert plants / small
3 Read again. Then answer.
How can we help wild animals. ● Have pupils read the text again and answer the
4 Desert tortoises can survive without water
animals in our cities?
for one year / fifty years. questions. Ask pupils to make a note of where they
found the answers.
16 Global Citizenship Animal habitats around the world ● Check answers as a class. SUPPORT PupilsWritingworkAn animal fact file
in pairs to find the meaning of any unknown
M02_RS_PB5_5584_M02.indd 16 5/5/21 1:44 PM
words and then ask you to confirm their meaning.
STRETCH Pupils find three words in the text
related to habitats and make sentences with
them, e.g. cold – Polar bears live in a cold and
windy climate.

t t t t t t
50 Starting
the lesson
Learning
path
Presentation:
Activity 1
Practice:
Activity 2
Extra
activity
Practice:
Activity 3

M02_RS_TB5_6000_M02.indd 50 10/05/2021 14:52

 1
ANSWER KEY: Ending the lesson
1 It’s cold and windy. ● Have a class discussion on animals in general. Ask pupils
2 They are fast. They have spots on their fur so they are about their favourite animals, what they look like and what
difficult to see. They sleep in trees. they can do to protect them.

Grow
3 They are looking for food and shelter.
Background information (Culture and CLIL)

RECEPTIVE SKILLS TIP Pupils may not understand the implications of ice melting
As a follow-up activity to check understanding, place and animals coming into cities. To help them think
pupils in pairs and have them write a summary of about about small actions they could do to help look after the
30–50 words about the text. Explain to pupils that environment and animals, research local initiatives that
someone should be able to read their summary and they may be able to get involved with or information
understand what the main text is about. Have pupils about local animal species that they could help to protect
decide what the most important information in the text where they live. Use this to encourage discussion amongst
is before they start writing their summary, to help guide pupils about what we can do to save animal habitats.
them in what to include.
Activity Book page 8
4 1.14 Listen. How do desert tortoises survive? 1 Read and match. Then read and write. Pupils match the
● On the board, write the word desert. Ask pupils what they words to the definitions. Then they complete the sentences
know about deserts and what animals they think live there. with the words.
Explain that tortoises also live in the desert. Ask pupils how
they think they survive. ANSWER KEY: 2 d, 3 a, 4 c
● Play the audio and elicit the answer. 2 climate, 3 survive, 4 shelter

1.16
ANSWER KEY: They have short arms and legs and a shell 2 Do the quiz. Listen and check. Then listen again
to keep them cool. They find shelter underground. Their and do the challenge. Pupils complete the quiz and then
shells are strong. They can survive without water for a listen to check answers. Then they listen again to complete
long time. the challenge in number 4.

5 1.15 Listen again. Then answer. ANSWER KEY: 1 one or two, 2 in the desert, 3 plants,
4 a, c, f
● Tell pupils to read the questions and see if they can
remember the answers.
● Play the audio for pupils to complete the activity. Check Grow helper: Pupils write how they can find out more
answers as a class. SUPPORT Access the Pearson English information.
Portal and give pupils a printed copy of the audioscript to
listen and read as they do the activity. STRETCH Pupils say Extra time: Pupils answer the question.
other facts that the audio mentioned (e.g. Deserts have a
hot and dry climate. Tortoises have short arms and legs. There POSSIBLE ANSWERS: cheetahs, beetles, deer, snakes,
isn’t a lot of food in the desert.). lizards, frogs, elephants, kangaroos, rhinos, lions, tigers,
hyenas, zebras
ANSWER KEY: 1 smaller, 2 can’t, 3 desert plants,
4 one year
Activity 4 Pupil’s Book audioscript
FUTURE SKILLS: critical and reflective thinking Desert habitats
After completing Activity 5, ask pupils if they knew Deserts have a hot and dry climate. Desert tortoises are
tortoises lived in the desert. Tell pupils that wolves live in smaller than some other tortoises. They can live in the
forests, but there are also wolves in the desert. Ask pupils desert because they have short arms and legs and a shell
to research three animals from Lesson 1 and research to keep them cool. They can’t run fast but their shell is
where they live. Ask pupils if animals live in different places very strong. This is how they survive. There isn’t a lot of
from where they originally thought. food in the desert, but desert tortoises eat grass and
desert plants. When it is very hot, desert tortoises find
shelter underground. They can save water in their bodies
for times when there is no rain, and they can survive
GROW HELPER without water for more than a year. Desert tortoises can
Remind pupils that Alex is the Grow helper. Then live for up to fifty years. Isn’t that amazing?
ask pupils to think about what animals they see
near to their home, and where / how these animals live.
Then read the question and elicit answers.

t t t t t t
Practice:
Activity 4
Practice:
Activity 5
Grow
Helper
Activity Book:
Practice
Ending the
lesson
Learning
path
51

M02_RS_TB5_6000_M02.indd 51 10/05/2021 14:52

 1 Lesson 7 – Writing Pupil’s Book page 17

Objectives Grow: nurturing growth in society Grow

• Lesson aim: to write a fact file about an animal • Encourage further development of
• Text type: a fact file pupils’ sense of social responsibility in the classroom
• Recycled language: They can / have… , They are bigger / by having them give positive feedback on each
smaller / more (colourful) than… , They live in… , They eat… , other’s work. At the end of the lesson, have pupils
garden / pond animals, farm animals, wild animals write a comment about one or more of their
classmates’ descriptions, e.g. This is a great fact file!
GSE I think your fact file is very interesting. Great work!
• Receptive: Reading: Can extract specific information (e.g. • Point to ‘Grow’ on the progress path and write the
facts and numbers) from simple informational texts related learning objective on the board: We’re learning to
to everyday life (e.g. posters, leaflets). write a fact file.
• Productive: Writing: Can write simple factual descriptions
of animals (e.g. habitat, abilities), given prompts or a model. Materials
Can use common adjectives to add detail to simple phrases • Audio
or sentences.

Wonder Imagine Build Shine Starting the lesson D

Grow iagn ose

● On the board, write: cheetah, polar bear, desert

Lesson 7 tortoise.
● Place pupils in pairs. Tell them they have to choose
1 1.17
Read and listen. Where can you 2 Read again. Find words to
an animal and say as many things as they can
find the animals? describe the animals.
about it. They then share their ideas with the class.

WILDLIFE TRAIL Fact fi|e: Frogs

1 1.17 Read and listen. Where can you find the
animals?
Fact fi|e: Ladybirds Which a Frogs are small and
green, with two big eyes,
Ladybirds are small beetles. a big mouth and strong ● Have pupils look at the pictures in the text and say
nim

They’ve got two beautiful red back legs. They’re bigger

d?

ls c n what the two animals are.

an you fi
wings with black spots. than ladybirds. They live
a

in water and near the

Ladybirds are more colourful
than many other beetles. They pond. They eat insects
● Play the audio and tell pupils to listen and read.
live in the grass and on flowers
near the pond. They eat small
and small animals. Elicit the answer to the question.
insects.

ANSWER KEY: You can find ladybirds in the

Our writing workshop grass and on the flowers near the pond.
You can find frogs in water and near the pond.
3 1.18 Ideas generator Listen and complete. 4 Give it a go Plan your animal
fact file.

1 Beetles have… and 2 Read again. Find words to describe

Choose an animal, bird or insect.
they can fly. the animals.
Describe the animal. ● Before reading the text again, ask pupils what
words they remember from the text that describe
2
Compare it to another animal.
the animals.
Where does it live?
● Give pupils a minute or two to complete the
Eagles live in… activity. Elicit answers. SUPPORT Before
and mountains.
What does it eat? completing the activity, on the board, write: wings,
spots, grass, insects, strong, back. Then after
3 I can shine! reading the text, ask Which animal: has wings?
(ladybird) …has spots? (ladybird) …eats insects?
5 Write your animal (ladybird and frog) …has strong back legs? (frog)
Deer eat… and… . fact file.
…lives in grass? (ladybird). STRETCH On the board,
I can write an animal fact file. write: colourful, beautiful, small, big. Ask pupils to
make sentences using these words to compare the
17 two animals.
Writing An animal fact file

M02_RS_PB5_5584_M02.indd 17 5/5/21 1:44 PM

ANSWER KEY: small, beautiful, red, black,
colourful, green, big, strong

t t t t t
52 Starting
the lesson
Learning
path
Presentation:
Activity 1
Practice:
Activity 2
Practice:
Activity 3

M02_RS_TB5_6000_M02.indd 52 10/05/2021 14:52

 1
3 1.18 Ideas generator Listen and complete. Ending the lesson
● Ask pupils to look at the three pictures and say what they ● Collect all the fact files. Explain that you will choose one and
see. Then have them read the sentences and say what words read it without saying what animal it is. Pupils have to guess

Grow
they think will go in the gaps. the animal.
● Play the audio for pupils to complete the sentences. Ask if
their guesses were correct. Activity Book page 9

ANSWER KEY: 1 wings, 2 forests, 3 plants, grass 1 Read and answer. Pupils read the text and answer the
questions.

4 Give it a go Plan your animal fact file.

ANSWER KEY: 1 forests and near rivers or the ocean,
● Tell pupils they are going to write their own fact file. 2 a bald eagle
● Have pupils choose what animal, bird or insect they will write
about.
● Ask them what words they will use to describe their animal. 2 Give it a go Plan your fact file for an animal from your
country. Pupils complete the table based on the animal
● Move to the next step. Ask pupils to say what animal, bird
they will write about.
or insect they will compare their animal to. Have pupils say
sentences in the comparative that they could use in their
fact file. Write key phrases on the board. I can shine!
● Continue for the other steps. SUPPORT After going through
the above steps, place pupils in pairs and have them write 3 Now write your fact file. Use your notes from Activity 2.
two sentences they can use in their fact file. STRETCH Have Pupils can use the template fact file to complete their
pupils share their ideas in small groups. Have them give each writing.
other feedback on their ideas.
Check your work: Pupils review their writing and check for
Planning support errors.
Teach pupils how to make spidergrams. On the board, write:
Describe the animal and draw a box around it. Have pupils Activity 3 Pupil’s Book audioscript
tell you words they can use to describe it. As they do, write 1 Beetles live in a lot of different habitats, including
the words around the box with lines leading to it. Encourage deserts and forests. Beetles have wings and they can
pupils to use a spidergram for their own planning. fly. They’re stronger than many other insects. They can
be different sizes; some are very small but others are
big.
5 Write your animal fact file.
2 Eagles have feathers, and their eyes are better than
● Have pupils write their fact file in their notebooks, using humans’! They’ve got strong wings. Some eagles live in
their notes from the previous stages. Fast finishers can draw forests and mountains. Eagles eat animals and birds.
pictures to illustrate their work. 3 Deer are friendly, social animals. They’ve got long legs
● Invite pupils to share their fact file with the class. Encourage and fur. They live in forests. Some deer live near cities,
pupils to give each other feedback on their work, focusing on too. They eat plants and grass.
the positives (see Grow tip in the Lesson overview box).

I can shine! Assess

ACHIEVE The pupil can write a fact file using simple

sentences and some descriptive language.

ADJUST The pupil can complete a fact file when

provided with a model and sentence starters.

EXCEED The pupil can write a fact file using more

complex sentences and a variety of descriptive
language.

t t t t t
Practice:
Activity 4
I can shine:
Activity 5
Activity Book:
Practice
Ending
the lesson
Learning
path
53

M02_RS_TB5_6000_M02.indd 53 10/05/2021 14:52

 1 Lesson 8 – Review Pupil’s Book page 18

Objectives Shine: Time to shine!

• Lesson aim: to review the language from Unit 1 • Encourage pupils to develop learner
Shine
• Revised language: beetle, camel, cheetah, crocodile, autonomy by having them think about what
deer, eagle, kangaroo, polar bear, tortoise, wolf, beautiful, they know and what they lack confidence in. Help
cute, colourful, dangerous, friendly, fast, slow, strong, pupils understand that everyone learns at a different
intelligent, slower / bigger / scarier / cuter than, more pace and that it’s important to recognise in which
dangerous than, better / worse than areas of the unit they may need further practice.
Encourage them to take responsibility and identify
GSE these areas during the lesson.
• Receptive: Listening: Can understand simple comparisons • Point to ‘Shine’ on the progress path and write the
between objects or people, if spoken slowly and clearly. learning objective on the board: We’re reviewing what
• Productive: Speaking: Can express surprise or shock, we’ve learnt in the unit.
using a simple fixed expression. Can make simple, direct
comparisons between two people or things using common Materials
adjectives, given a model. • Flashcards; Our World video

Review
A wildlife space ● The Review consolidates the target language
of the unit from the I Can Shine checkpoints
and helps prepare pupils for the unit project.
Review Vocabulary and target structures from the
1 Compare the animals. Play the game.
Wonder and Build spreads are reviewed through
speaking in Activity 1. Activity 2 helps review
beetle camel wolf deer cute beautiful colourful
and personalise the story value and language
crocodile eagle kangaroo friendly fast dangerous from the Imagine spread. The speaking element
polar bear tortoise cheetah intelligent strong slow in Activity 3 consolidates the target functional
language in the Build spread. Activity 4 and the
A cheetah is faster A crocodile is more video question in Activity 5 encourage pupils to
than a crocodile. dangerous than a deer. further explore the global citizenship theme.
A deer is… ● Ahead of the pupils completing the activities,
reviewing the song from lesson 4 can help them
2 Find four things that animals and people need.
recall vocabulary and language learnt earlier in
3 Say with a partner. Read and express surprise. the unit.
Did you know some

DID YOU KNOW… ?

beetles shine? You can
see them at night! 1 Compare the animals. Play the game.
1 Some beetles shine. You can see them at night.
How amazing!
● Read the animals and adjectives in the lozenges
2 Some snails can sleep for three years.
3 Elephants can hear with their feet.
and then the text in the speech bubbles.
4 Tigers are striped under their fur. ● Place pupils in small groups and have them form
a circle.
4 Choose an animal. What do you know about the animal? ● To model the activity, join a group circle and
choose two animals from the options given
and compare them using one of the adjectives.
Explain that the pupil next to you on your right
must use the second animal from your sentence
to make another comparison with another
animal, and so on.
● Continue to model the activity for a few rounds
5 Watch the video. What do you know now?
and then have pupils play.

2 Find four things that animals and people

18 Unit review Unit objectives review
need. Unit project A wildlife space
● On the board, write: animals / people.
Ask pupils what animals need and write answers
M02_RS_PB5_5584_M02.indd 18 5/5/21 1:44 PM
●
Starting the lesson D
iagn ose on the board. Repeat for people.
● In pairs, ask pupils to look back through the unit, decide which was their
favourite lesson and say why. POSSIBLE ANSWERS: food, water, oxygen,
● Choose an animal from the unit and write its name on the board. Ask a home / shelter
pupils to help you describe it and say as many things as they can about it.

t t t t t t
54 Starting
the lesson
Learning
path
Review:
Song
Review:
Activity 1
Review:
Activity 2
Review:
Activity 3

M02_RS_TB5_6000_M02.indd 54 10/05/2021 14:52

 1
3 Say with a partner. Read and express surprise. Activity Book page 10
● Ask pupils to tell you what language to express surprise they
learnt in Lesson 5. Write the expressions on the board. 1 Read and complete the crossword. Pupils complete the

Shine
● Then ask Did you know a wolf has 42 teeth? Elicit an crossword using the clues provided.
expression of surprise. Repeat with A tortoise smells with the
top of its mouth? Elicit another expression of surprise. ANSWER KEY: Across: 2 wolf, 6 crocodile, 7 eagle
● Place pupils in pairs and have them continue the activity. Down: 3 cheetah, 4 beetle, 5 polar bear, 6 camel
Monitor pupils for correct use of language.
Invite pairs to come to the front to role play the activity. 1.19
●
2 Look and write. Then listen and check. Pupils
write comparative sentences about the animals. Then they
4 Choose an animal. What do you know about the animal?
listen and check their answers.
● Have pupils choose an animal from the photos and tell their
partner what they know about it.
ANSWER KEY:
● Tell the pupils to say in what way these animals are in 2 The beetle is slower than the eagle.
danger and what we can do to help them. 3 The crocodile is more dangerous than the tortoise.
SUPPORT Have pupils look back through the unit if they 4 The wolf is more colourful than the polar bear.
are struggling to remember information about the different
animals. They can then write notes, before sharing with a
partner. You can write prompts on the board to help them 3 Read and write. Then change the words in blue and
with information about the animals, e.g. habitat, diet, act out. Pupils complete the sentences, then act out the
compare to other animals, description. dialogue with a partner.
STRETCH Have more confident pupils ask each other
questions about the animals to elicit the information. ANSWER KEY: 1 Really?, 2 unbelievable, 3 Wow,
4 amazing
POSSIBLE ANSWERS: Polar bears live in the Arctic.
They’ve got thick fur and eat fish.
Deer have got long legs and fur. They live in forests and Extra time: Pupils solve the riddle.
near cities and eat plants and grass.
Cheetahs live in grasslands. They are very fast and have
ANSWER KEY: a kangaroo
got spots.
Crocodiles live in rivers. They are very strong and have got
long tails. Unit 1 review notes
Use this space to take notes on what your pupils might need
5
●
Watch the video. What do you know now? to revisit based on their performance in the review lesson.
● Tell pupils they will watch the Our World video again. Before
playing the video, ask pupils to come up with ideas for how
they think animals and people can live together.
● Play the video and have pupils tell you what they learnt
about how animals and people can live together. (Don’t
touch animals, look after the animal habitats, help animals
to survive.)
● As follow-up discussion questions, ask Which animals live
around us? How can we help them?

TEACHER TIME TO SHINE: autonomous learning

It is important for pupils to take control of their learning
so they can gain confidence in using acquired skills. Ask
pupils to look through the unit and rate the lessons from
1–3 on how well they understood them and how well they
can use the language. The number 3 shows excellence,
2 well enough and 1 needs improvement. Then ask pupils
how they think they can improve their learning.

Ending the lesson

● Play picture dictation with the class. Place six flashcards on
the board, picture side up. Number them 1–6. Give pupils
about two minutes to write the words in their notebooks.
Ask pupils to come to the board to write the word. Repeat
with another six words.

t t t t t
Review:
Activity 4
Our World video:
Activity 5
Activity Book:
Practice
Ending the
lesson
Learning
path
55

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 1 Lesson 9 – Project: A wildlife space Pupil’s Book page 19

Objectives Shine: Time to shine! Shine

• Lesson aim: to design a wildlife space • Allow pupils of all abilities to
• Revised language: climate, desert, flowers, forest, grass, demonstrate progress by modifying lesson
grassland, habitat, ice, pond, rocks, shelter, snow, survive objectives, adapting pair or groupwork or
being creative with learning goals.
GSE • Point to ‘Shine’ on the progress path and
• Productive: Speaking: Can take part in a very simple conversation write the learning objective on the board:
on a familiar topic if the other speaker repeats questions as We’re going to design a wildlife space for
necessary and speaks slowly and clearly. Can describe where an animals.
animal lives and its appearance in a simple way.
• Productive: Writing: Can write simple captions for pictures. Materials
• Receptive: Listening: Can identify objects, places or animals from • Colouring pencils, paper, cut outs of animals
short descriptions. (optional)

Wonder Imagine Build Grow

Shine Create
● This section focuses on personalisation,
collaboration and creativity. In Activity 6
Create Our wildlife space pupils review animals and their habitats
using key vocabulary. Activities 7 and 8 foster
6 Think about animals that There’s a bee hotel.
will visit your wildlife It gives shelter to bees. collaboration and communication skills. In
space. What habitats do Activity 7 they work together to share ideas and
they need?
plan the project. In Activity 8 pupils collate their
7 Share your ideas with work to create a wall display before presenting
your group. Choose
animals and habitats for it to the class.
your wildlife space. ● Make sure that pupils understand the steps to
8 Design your wildlife space. success for the project, to enable them to carry
out the project to the best of their ability. For
example, instead of just asking them to create
Don’t forget to name your the wildlife space, give them clear step-by-step
wildlife space and use
describing words!
instructions:
1 Choose the animals and habitats you want to
include in your wildlife space.
The fox is bigger 2 Do research with your group to find
than the beetle. information and pictures you want to include.
3 Design a poster about your wildlife space,
including photos or drawings.
Time to shine! 4 Write sentences, a title and any other details.
9 Present your wildlife space 10 What wildlife space could you
● Show pupils what is required of them. Some
to the class. have at school? pupils may need more support to keep in mind
all the key elements of a successful project.
This is my wildlife space. Shine on! Other pupils may be aware of the key elements
You can see a pond with
rocks and flowers. There’s Find a real wildlife space. but may require further suggestions to motivate
a small house for birds. Can you compare the them to improve. Above all, project work is
animals you see?
a chance for pupils to produce the language
they have been learning in class and will
I can talk about a wildlife space.
provide useful assessment and remediation
opportunities.
19
Unit project A wildlife space 6 Think about animals that will visit your
M02_RS_PB5_5584_M02.indd 19 5/5/21 1:44 PM
wildlife space. What habitats do they need?
● Tell pupils they are going to design a wildlife
Starting the lesson D
iagn ose space which they will write a few sentences
● Ask pupils to look back at the unit and say what they enjoyed about it. about and illustrate.
● Have them say what new things they learnt about animals that they ● Place pupils in pairs and have them make notes
didn’t know before. about animals that they will put in their wildlife
space, using as much of the target vocabulary
from the unit as possible.

t t t t t
56 Starting
the lesson
Learning
path
Project:
Activity 6
Project:
Activity 7
Project:
Activity 8

M02_RS_TB5_6000_M02.indd 56 10/05/2021 14:52

 1
SUPPORT Review target vocabulary from the unit for Ending the lesson
describing animals and their habitats. Write it on the board.
STRETCH Have pupils think of some extra information they ● Ask pupils to look back through the unit and to find
can add to their project, e.g. what the animals eat. something they would like to do again. This could be the

Shine
song, an activity or a game. Hold a vote to find out which
7 Share your ideas with your group. Choose animals and activity is the most popular and then have pupils do it again.
habitats for your wildlife space. ● Refer pupils to the progress chart on page 3 in the Pupil’s
● Place pupils in small groups. Encourage them to discuss Book. Have them read the sentences for each skill and notice
what animals and habitats they will refer to. what they have achieved so far.
● Tell pupils to share ideas and help their classmates if they
are unsure what they can contribute. Activity Book page 11
● Monitor as pupils work and help as necessary.
1 Think and complete. Then add another animal to each
8 Design your wildlife space. habitat. Which animal lives in all three habitats?
● Give pupils some time to work on their poster. Pupils add animals to the correct habitats, then identify
● Tell pupils to refer to the picture on page 19 as an example. which one is in all three habitats. Note that some
● Have pupils describe the habitat and what’s in it, e.g. trees, a animals can go in more than one column so accept all
river, a mountain. Have them also describe the animals that possible answers.
visit and what these animals need, e.g. food, water, shelter.
POSSIBLE ANSWERS:
● Refer pupils to the Skill Up box, and remind them Grasslands: beetle, kangaroo, tortoise
to include some of the describing words they’ve learnt in Desert: camel, beetle, tortoise, kangaroo
their description of the wildlife space. Forest: wolf, eagle, deer, beetle
The beetle lives in all three habitats.
PROJECT TIP
Pupils could make a model or use digital resources to
show how their wildlife space would look. 2 Complete your journal. Pupils complete their journal by
following the prompts.

3 Think and write. Pupils complete a brief evaluation of the

Time to shine! unit with personal responses.

9 As
sess
Present your wildlife space to the class. Home–school Link: Pupils talk to family and friends about
● Invite groups to come to the front with their project and animals and which one is their favourite.
have them present it to the class.
● Encourage the other pupils to think of questions to ask at Time to shine! Assess
the end of each presentation.

Extra activity ACHIEVE The pupil can talk and write about animals
Have a short class discussion about which of the projects using simple sentences, descriptive language and some
presented would be easiest to create in real life. comparative adjectives.

10 What wildlife space could you have at school? ADJUST With support, the pupil can talk and write
● Place pupils in small groups. Ask them to think about their about animals using a limited range of descriptive
school and the area it has around it. vocabulary and some comparative adjectives.
● Then have them discuss the question. Ask them to make
notes.
● Invite groups to share their ideas with the class. EXCEED The pupil can talk and write about animals
using more complex sentences and a variety of
descriptive language, including correctly spelt
SHINE ON! Find a real wildlife space. Can you compare the
comparative forms of a range of regular and irregular
animals you see?
adjectives.
● Ask pupils to think of a real wildlife space. Tell them to

think about what animals are in it and how they are

different to each other.
● Ask them to write a few sentences comparing the

animals. Invite some pupils to share their work with

the class.

t t t t t
Time to shine:
Activity 9
Time to shine:
Activity 10
Activity Book:
Practice
Ending
the lesson
Learning
path
57

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