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Future skills
Every unit in the Teacher’s Book starts with a unit overview of the key areas covered in the unit. As well as highlighting target language for the unit, it also acts as an at-a-glance guide to the unit objectives and key progress indicators.
The Global Scale of English (GSE) is a standardized, granular scale that measures English language profi ciency. Unlike some other frameworks that describe attainment in broad bands, the GSE identifi es what a learner can do at each point on a 10–90 scale across speaking, listening, reading, and writing skills. The scale is designed to motivate learners by giving more granular insight into learning progress. Teachers can use the GSE level to match a student to the right course materials for their exact level and learning goals. The badging on the back of the Student Book indicates the GSE profi ciency range from which the learning objectives for that course level have been selected. A course will not cover all learning objectives from that range – just a representative selection that is appropriate to the target learners. Knowing this range helps you select additional materials with the right level of support and challenge for your students to help them progress. It does not mean that students need to have mastered all objectives below the range before starting the course, or that they will all be at the top of the range by the end. The Global Scale of English framework contains learning objectives for all four skills for language learners in four diff erent domains: Young Learners, Adult Learners, Academic Learners, and Professional Learners. The objectives in each set have been rated by experts and teachers in each of those domains from around the world for their relevance and level of diffi culty for learners in that context. To see full sets of the objectives and for more information about using the GSE to support teaching and assessment of your learners, please go to www.english.com/gse. Future skills are general and transferable skills that contribute to how someone functions in the world, both individually and with others, and are sometimes known as “soft skills.” These are personal and social skills that students will need to become responsible citizens and include well-known skills such as collaboration, communication, critical thinking, creativity, social responsibility, self-management, and leadership. Future skills are embedded in the course activities and modeled by the course characters throughout. Clearly signposted sections in the teaching notes provide extra support to teachers through tips and ideas to further enhance future skills learning and practice. The Future skills lessons in the Student Book enable students to learn about and develop specifi c skills further, with detailed teachers’ notes available on the Pearson English Portal to support the delivery of these lessons. Individual skills are developed systematically in the following ways.
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1
All about school!
Key learning outcomes
in Unit 1, the students will:
Wonder
Participate in social exchanges in English
Imagine
Build
Grow
Understand overall meaning and main idea(s) from short sentences and texts on everyday topics
Name or describe people or common objects or express basic opinions in a few words
Write simple sentences on familiar topics
Shine
Create a school day photo diary
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Unit overview
Target vocabulary
School subjects: art, drama, English, geography, history, technology, math, music, P.E., science Routine actions: brush my teeth, go to bed, go to school, have breakfast, take a shower, wake up School: classroom, homework, playground, schedule
Functional language
How do you go to school? I go (to school) by (bus, car, bike), I walk (to school).
Recycling and building
days of the week, telling the time
Language stretch
Wow!
Target structures
What do you have on (Monday)? I have (art) and (geography) on (Monday). What time do you (wake up)? I (wake up) at (seven o’clock).
Pronunciation
/ɔɪ/ (boy), /ɒːk/ (walk)
Values
I learn about diff erent school days.
Competency focus
Understand the importance of being motivated and curious to learn, and develop good learning habits.
Key progress indicator chart
GSE range for Level 3: 22–30 (stretch 35) Development indicator:
Speaking Have a short conversation about my world.
Working towards: taking part in a simple conversation of 3–4 exchanges on a familiar topic, and at the highest level being able to give a simple, prepared talk.
Can recognize familiar words and basic phrases in short illustrated stories, if read aloud slowly and clearly. (24) Identify and understand simple information and details in short spoken texts or conversations.
Can answer simple questions about their daily routines using gestures and short, fixed expressions. (29)
Can say how they and others get to school every day in a simple way. (30) Participate in common informational, academic, or transactional exchanges using simple language and expressions.
Use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech.
Writing Write simple sentences about the world around me.
Working towards: writing a short text of 4–6 sentences on common topics, and at the highest level being able to write for a range of social and interpersonal purposes.
Can write a single, basic sentence about daily routines and activities. (28) Write simple sentences on familiar topics and situations. 1
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Future skills
Enquiry and imagination
In all levels of Rise and Shine, students are provided with opportunities to be creative and use their imaginations, through stories, activities, and projects. In lower levels, creative-thinking skills are facilitated through activities that promote new and original ideas and help students express themselves. Students may be asked to evaluate ideas and communicate new ideas to others. At higher levels, students are encouraged to use mind maps. Critical and refl ective thinking
Activities in Rise and Shine have been developed to provide a level of cognitive challenge in line with students’ age. As they move through the course, students are asked to engage with the language using lower-order and higher- order thinking skills, as appropriate. There are constant opportunities for information processing, using skills such as following instructions, locating and collecting information, classifying, and sequencing ideas, which contribute to students’ ability to retain and confi dently use the key language. Rise and Shine also provides students with consistent opportunities for self-assessment and refl ection. Collaboration and communication
Rise and Shine off ers a unit structure that encourages students to work together towards a shared goal. Individual and pairwork activities develop throughout the course from short answers and dialogs to groupwork and team projects. As communication and collaboration are integrated with other skills, a holistic approach is encouraged and promoted from the outset to encourage shared participation and responsibility to fi nd answers with valued individual contributions. Global Citizen Global Citizen Global Citizen Global Citizen OptA
Let’s be friends I share toys! I celebrate all families! I play with friends!
Social responsibility and global citizenship
GlobalCitizen
Social responsibility is all about encouraging Let’s be friends I share students to take responsibility for their behavior toys! in the world and to behave with sensitivity towards social, cultural, civic, and environmental issues. Rise and Shine Let’s be friends I share toys! I celebrate all families! encourages this through a strong global citizenship syllabus that invites students to take an active role in their Global Citizen Global Citizen Global Citizen
OptB I play with friends!
OptC
I play with friends! Global Citizen OptD
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community and collaborate to make the world more equal, fair, and sustainable. It fosters the belief that every student can make a diff erence. Rise and Shine puts particular emphasis on cultural awareness, empathy with local and global issues, and social-emotional skills development. Context and content in the Imagine and Shine stages support the development of responsible global citizens, while the Grow stage provides the opportunity for students to consider the wider world. Activities use the global context to encourage students to think about both local and global relevance.
Future skills helpers
The Rise and Shine unit stages link to future skills and each stage has a dedicated “helper” who guides and supports students in activities that develop these skills.
The Wonder helper Daniel sparks students’ interest and enquiry with a personalized question. • Enquiry • Critical and refl ective thinking
The Imagine helper Alicia engages students with the story and encourages them to think imaginatively, creatively, or critically. • Imagination • Critical and refl ective thinking
The Build helper Lena builds confi dence and self-management, and encourages communication and collaboration by leading a motivating chant. • Communication • Self-management
The Grow helper Thomas asks questions that encourage children to draw comparisons between the lesson content and their own lives and to think as global citizens. • Critical and refl ective thinking • Social responsibility Self-management
Self-management enables students to organize their work and progress through skills such as organization, planning, persistence, and attention to detail. Activities in Rise and Shine are carefully staged, and more complex activities, such as writing and projects, are presented in clear steps to support students as they learn to plan and organize their time. Students are also actively encouraged to assess their own learning and progress by participating in the I can shine activities at the end of each stage of the unit. Rise and Shine promotes persistence and a growth mindset in the classroom, which helps students view ability as something that is changeable rather than fi xed. Activities encourage students to relish challenges, embrace their mistakes as part of the learning process, value the importance of eff ort, respond carefully to feedback, and take inspiration from others. This will help them achieve, not only in the English classroom, but also in their future lives as adults. The Teacher’s Book off ers teachers extra support by explaining how images, stories, and activities spark curiosity, foster imagination and creative thinking, build confi dence, nurture growth, and allow students to shine.
In 2015, all UN Member States adopted 17 Goals as part of the 2030 Agenda for Sustainable Development – a global call to action to protect the planet, end poverty, and improve the lives of all the people. In Rise and Shine, the overarching unit topics have been developed with reference to the UN Sustainable Development Goals. The content and context for the stories support in developing responsible global citizens. The Grow lessons, in particular, provide the opportunity to expose students to the wider world and use the global context as a springboard for thinking about both local relevance and bigger-picture ideas. The end-of-unit project is a vehicle through which students can explore wider global citizenship themes and some of the UN Sustainable Development Goals, such as:
SDG 3: Good health and wellbeing (being motivated, learning new hobbies and skills; Unit 4)
SDG 4: Quality education (understanding the importance of learning; Unit 1, Unit 3)
SDG 11: Sustainable cities and communities (participating in community activities, important places; Unit 2) SDG 15: Life on land (respect for animals, exploring nature; Unit 5) For more information on the UN Goals, please visit https://www.un.org/sustainabledevelopment/
