5 Nature around us

s
Key learning outcome in Unit 5, the students will:

Name or describe people or common objects or express

W basic opinions in a few words
onder

Identify and understand simple phrases and details

ma ine within short texts
g
I

Exchange information on familiar topics

Build

Participate in social exchanges in English

Grow

Draw or make a park collage

Shine

122

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 5
Unit overview
Target vocabulary Target structures
Garden/Pond animals: duck, fox, frog, lizard, mouse, owl, I can see a… , I can see (two) (frogs).
rabbit, turtle Is it a… ? Yes, it is. No, it isn’t.
Small creatures: ant, bee, butterfly, ladybug
In the garden: flowers, grass, pond, tree
Phonics
Functional language s (seven, smile), f (flower, frog)

Let’s find (a butterfly)! Yes, great idea!

Values
Recycling and building Respect animals/Connect with nature.

I have (four legs). I can (jump). It’s a (frog).

Competency focus
Language stretch Develop awareness of nature in local environment

Look! Look at the (pond)!

Key progress indicator chart

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

Speaking Talk about myself and my world

Working towards: taking part in a short dialog of 1–2 exchanges or give a short monolog of 2–3 sentences.

Learners can produce very short fixed expressions, using Use a few single words to name or describe familiar
gestures and asking for help when necessary. (21) people or objects or express basic opinions.

Learners can recognize familiar words in short phrases Recognize numbers and familiar words within simple
and sentences spoken slowly and clearly, if supported by sentences and texts.
pictures or gestures. (19)

Learners can ask about the identity of an object using a Use simple words to take part in brief informational,
basic phrase (e.g., What is it?). (21) instructional, or transactional exchanges and/or
conversations.

Learners can get someone’s attention using a fixed Use a few words to briefly participate in a narrow range
expression. (23) of everyday social exchanges.

123

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 5 Lesson 1 – Vocabulary Student Book page 54

Objectives Wonder: sparking curiosity Wo e r

nd
• Lesson aim: to learn vocabulary connected to animals • Encourage students to create
• Target language: duck, fox, frog, lizard, mouse, owl, rabbit, turtle questions and make connections to the
• Recycled language: I have (four legs). I can (jump). world around them.
It’s a (frog). • Point to the “Wonder” stepping stone and
write We’re learning words for animals on
GSE the board.
• Productive: Speaking: Can name everyday objects in their
surroundings or in pictures, if guided by questions or prompts. Materials:
• Receptive: Listening: Can recognize basic time words (e.g., days, • Audio; Video; Picture Cards – Animals
months) in simple phrases or sentences.

Starting the lesson

5
Play the Rise and Shine Welcome Song.
Nature around us
●

Encourage students to use actions from the

Welcome unit. Then practice with the karaoke
version.
Lesson 1 ● In Sketch some animals from the lesson on
troduc

e
What can you see? the board. Ask students to describe them using
the face and body parts they learned in Unit
1 5.01
Listen and explore.
3. Ask students if they know the names of the
animals and write their answers on the board.
● Draw students’ attention to the glowing rabbit
on the railings. In L1, ask What is he doing there?
2 fox Who does he belong to?

Big Picture: What can you see? D

iagn ose

4 turtle ● Look at the opening spread and ask What can

3 duck you see on the page? Ask Where are the children
and what are they going to do? SUPPORT Ask
students if they can see anything else in the
picture from Units 1–4. STRETCH Ask students
to give additional information about what they
can see, e.g., a blue kite, a new skateboard.
7 mouse
1 5.01 Listen and explore.
● Ask students to look at the main picture. Play
Tell me! the audio and tell students to point to each toy
What animals
are at your 2 5.02
Listen, point, and say. as they hear it. Ask a follow-up question e.g.,
park? What color are the baby ducks? SUPPORT
3 Stick and say. 4 Watch and listen.
Before listening, get students thinking about
animals by asking them to say the words in L1.
54 Vocabulary Animals
STRETCH Ask students to listen for additional
M05_RS_SB1_AmE_99089.indd 54 23/6/21 12:10 PM words to describe the animals (size, color, etc.).
Play the audio again if necessary.

t t t t t t t t
124 Starting
the lesson
Song Learning
path
Big picture Presentation:
Activity 1
Picture
Cards
Presentation:
Activity 2
Extra
activity

M05_RS_TB1_AmE_99157_U05.indd 124 5/7/21 3:10 PM

 5
2 5.02 Listen, point, and say. Workbook page 40

w!
Le
t’
s Revie

● Play the audio and present the vocabulary picture cards Tell students to find the food words in Unit 4 and write the

Wonder
for students to repeat each word. Then hold up each card first letter, then say them. Set a time limit if necessary.
for them to say without prompting and ask them to point
to each animal on the page. ANSWER KEY: bread, chicken, tomatoes
● Ask students about the animals, e.g., Can the frog jump?
What color is the rabbit? How many ducks are there?
1 Look and write. Students look at the pictures then
3 Stick and say. write the animals in the correct spaces.
● Help students find the stickers in the back of their books.
Point to each one, say What’s this?, and elicit the words ANSWER KEY: 1 owl, 2 rabbit, 3 fox, 4 lizard, 5 mouse,
for them, then ask students to put them in the correct 6 turtle, 7 frog, 8 duck
place on the page.
Wonder Helper: Students match the middle picture to
picture a or b and then color.
Extra activity
Ask students if they’ve ever seen any of the animals ANSWER KEY: b Nature
or if they keep any as pets at home. Tell them to write
sentences saying if they like or don’t like each animal.
Extra time: Students say the animal names in alphabetical
order.
FUTURE SKILLS: enquiry and imagination
In L1, ask students to think about what animals live ANSWER KEY: duck, fox, frog, lizard, mouse, owl,
in their country and which ones they see often. Ask rabbit, turtle
students why they might see some animals more often
than others.
Activity 1 Audio script
4 Watch and listen. Dexter Let’s go to the park!
● Review animals vocabulary using picture cards. Tell Elena OK! I have my bike.
students they are going to watch a video about nature. Bruno Wait for me!
Before watching, pre-teach some vocabulary, e.g., fly, Dexter Let’s find animals. Look! A mouse, a turtle, an
grass, pond. Play the Nature video. orange fox, a lizard…
● After watching, ask students if they can remember what Elena And five ducks!
animals were mentioned in the video (answers may vary, Bruno Shh! I can see an owl.
but students should be able to recognize: ducks, a fox, Elena I can see a kite. I can’t see an owl.
a frog, a lizard, an owl, a rabbit, a turtle). Bruno Ha ha! It’s a frog!
Dexter I can see a rabbit.

Activity 2
WONDER HELPER Assess
a lizard a fox a duck a turtle
Read Bruno’s question. Ask students to think of the an owl a frog a mouse a rabbit
animals from the lesson they have seen at their local
park. Allow them to discuss other animals in L1. Then
let students share their answers as a class.

Ending the lesson

● Mime an animal in front of the class for students to
guess (e.g., for a duck, mime flying or shaking your tail).
Nominate a student to come up and mime a different
one. Repeat until all the animals have been guessed.

t t t t t t t
Practice:
Activity 3
Our world
video: Activity 4
Activity 4 Wonder
Helper
Workbook:
Practice
Learning
path
Ending
the lesson
125

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 5 Lesson 2 – Song Student Book page 55

Objectives Wonder: sparking curiosity Wo e r

nd
• Lesson aim: to count and name animals • Engage students with the Big
• Target language: I can see a… , I can see (two) (frogs). Picture by pointing to some animals and
• Recycled language: ducks, fox, frog, mouse, rabbit, turtles asking questions, e.g., What do they eat?
Where do they live?
GSE • Point to the “Wonder” stepping stone and
• Productive: Speaking: Can name everyday objects, animals, or write We’re learning to count and name
people around them or in pictures using single words. animals on the board.
• Receptive: Listening: Can recognize familiar words in short
phrases and sentences spoken slowly and clearly, if supported by Materials:
pictures or gestures. • Audio; Picture Cards – Animals

Wo Starting the lesson

5
ma ine
nd er g Build Grow Shine
I

● Describe one of the animals from Lesson 1, e.g.,

I’m green, I have two legs, I can jump for the
class to guess. Nominate different students to
Lesson 2 describe another animal.
g
1 5.03
Sing and act. S On 1 5.03 Sing and act.
Look around you. ● Play the audio and let students listen. Ask them
1 lizard What can you see? if they heard any words for animals. Then play
I can see a frog. again and ask students to sing along.
What can you see? ● Divide the class into 3 groups, one for each
animal. Ask students what sounds the animals
2 5.05
Listen and number.
make and how they move. The class sings the
Then say.
first two lines of each verse together, then each
group sings the last 2 lines of their verse and
makes the sounds.
5 owl ● When students are confident with the words,
play the karaoke version (audio track 5.04) and
6 frog What can you see? let them sing along.
I can see a frog.

TEACHER TIME TO SHINE: using songs

8 rabbit I can shine! Using songs can be beneficial, especially if
3 Count all the animals. Then say. accompanied by actions and activities. Before
listening, engage students’ interest by asking,
I can see e.g., What animals do you think will be in the
a fox.
song? While listening, have students point to
I can see pictures/picture cards of the words they hear
five ducks.
to help familiarize them with the lyrics before
they sing. Divide the song into manageable
I can name animals. chunks for students to sing, e.g., one verse/line
Song and structures What can you see? I can see a (frog). 55 per small group. After listening, students can
add additional verses or swap specific words
in each line.
M05_RS_SB1_AmE_99089.indd 55 23/6/21 12:10 PM

t t t t t
126 Starting the
lesson
Learning path Presentation:
Activity 1
Presentation:
Grammar
Practice:
Activity 2

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 5
2 5.05 Listen and number. Then say. Workbook page 41
Ask students to look at the pictures and say what
●
1 5.06
Listen and check (✓) or put an ✗. Students

Wonder
animals they can see. listen to the audio and check or put an ✗ according to
● Play the audio and ask students to number the pictures whether they hear the animals.
in the order they hear them.
● Check answers, then ask students how many of each ANSWER KEY: 1 ✓, 2 ✗ (It’s a turtle.), 3 ✓, 4 ✓
animal the children saw.
2 Trace. Then count and write. Students read and trace
ANSWER KEY: 1 rabbit, 2 turtle, 3 fox the words then count the animals in the picture and
write the numbers.
Extra activity
ANSWER KEY: I can see 6 frogs, 4 rabbits, 7 owls, and
Ask students to work in pairs to create another verse
5 lizards.
using other animals they know. Note that the plurals of
mouse and fox are mice and foxes.
3 Draw and write. Then tell a friend. Students draw
one of the animals from Lesson 1, then say what it is
3 Count all the animals. Then say. and how many of them they can see.
● Ask students to look at the Big Picture and tell a partner Students color the Wonder checkpoint pebble.
how many of each animal they can see.
Extra time Students write their favorite animal word, then
I can shine! Assess tell a friend.

ACHIEVE The student can count and say most of

Activity 1 Audio script
the animals on the page correctly using the plural
form and a/an where necessary. Boy Look around you.
What can you see?
I can see a frog.
ADJUST The student can count and say some of What can you see?
the animals on the page, making some errors with Girl Look around you.
articles or plurals. What can you see?
➔ Support students by modeling all the correct I can see a mouse.
sentences for the animals on the page. Use picture What can you see?
cards to review the names of animals.
Boy Look around you.
What can you see?
EXCEED The student can count and name all the I can see five ducks.
animals on the page accurately. What can you see?
➔ Ask students to count and name anything else Activity 2
they can see in the Big Picture.
1 Boy I can see a rabbit! Look! One small rabbit!
2 Girl Over there! I can see turtles! One, two, three…
● Give students time to put their Wonder checkpoint Three turtles!
sticker on the page. 3 Boy Oh, look! I can see a fox!

Ending the lesson

● Put students in a circle and ask one student to begin by
saying I can see… + an animal they can think of (e.g., I can
see a lizard.). The next student has to repeat what the
first student said and add an animal (I can see a lizard
and a frog.). The next student has to repeat what the
second student said and add another animal (I can see a
lizard, a frog, and a rabbit.) and so on. If a student can’t
remember an animal, they are out.

t t t t
I can shine:
Activity 3
Workbook: Practice
1 and 2
Ending the
lesson
Learning path 127

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 5 Lesson 3 – Story Student Book page 56

Objectives Imagination: fostering imagination ma ine

g

I
• Lesson aim: to understand and role-play a story • Encourage students to be imaginative
• Recycled language: bird, cat, eyes, fox, lizard, owl, rabbit; big, and creative. Invite students to role-play
green, small; I can see (a) (fox). the unit story, playing the characters
• Receptive language: Is it a (fox)? or telling it with their own words and
gestures.
GSE • Point to the “Imagine” stepping stone and
• Receptive: Reading: Can show interest in an idea using simple write We’re learning to understand and
language and gestures. role-play a story on the board.
• Receptive: Listening: Can recognize familiar words in short
phrases and sentences spoken slowly and clearly, if supported by Materials:
pictures or gestures. • Audio; Video; Picture Cards; Story cards
W Im
agine
5
onder Build Grow Shine

Lesson 3 RECEPTIVE SKILLS TIP

1 Which animals are in the story? Check (✓).
Come on.
Before listening to the story, ask students to
talk with a partner about what they can see
Let’s run!

I can see

2 5.07
Listen or watch.
the bird!
in each frame. What do they know already
Towers about each character?

2 5.07 Listen or watch.

I can see

Play the audio and ask students to follow

a rabbit! It’s
my toy! ●

I can’t see
an owl.
the story in their books and repeat the words
I can shine! together.
Let’s imagine!
What can Bruno see?
3 Which animal are the children
following? Circle.
● Then play the video. Let more confident
students choose a character and play the
Guess and draw.
a butterfly

a bird a cat video without sound, letting them play the

4 Role-play the story.
characters. SUPPORT Pause the audio/video
I can understand a story
about animals.
after each frame and ask questions, e.g., What
56 57
animal do they see? What color is the lizard?, etc.
Story value A story about animals Story language I can see a (lizard). I can’t see an (owl).

M05_RS_SB1_AmE_99089.indd 56 23/6/21 12:10 PM M05_RS_SB1_AmE_99089.indd 57 23/6/21 12:10 PM

STRETCH More confident students say what

Starting the lesson animals Dexter and Bruno think they see.
● Hold up a picture card of an animal. Ask Is it (a fox)?, sometimes
saying the correct animal and sometimes the incorrect one. Ask
IMAGINE HELPER
students to say Yes/No depending on whether you’ve said the
correct word. Read Dexter’s question. Ask students to look
back at the story and guess what animal
FUTURE SKILLS: enquiry and imagination Bruno can see. They draw their guesses.
In L1, ask students how they should approach animals in nature.
How should they behave and what should they do when they
SUPPORT Help students by reading out the
see an animal? Ask them what equipment would be useful when script for frames 4 and 5 slowly and clearly.
looking for animals. STRETCH Ask students to say why they think
it’s an owl at first.
1 Which animals are in the story? Check (✓).
A s ss
se 3 Which animal are the children following?
● Ask students to look quickly through the story and check the Circle.
animals they can see. Tell students there are three animals that
● Ask students to look at the pictures and circle
aren’t in the story.
the animal the children are following in the
● Ask students to point to the frame where they can see each
story.
animal.

ANSWER KEY: rabbit, lizard, cat (frog, fish, and fox are not in ANSWER KEY: a bird
the story)

t t t t t t t
128 Starting
the lesson
Learning
path
Picture
Cards
Pre-reading:
Activity 1
Story:
Activity 2
Story
animation
Imagine
Helper

M05_RS_TB1_AmE_99157_U05.indd 128 5/7/21 3:10 PM

 5
Assess Ending the lesson
I can shine!

Imagine
Workbook page 42
ACHIEVE The student can match 4 of the
characters correctly. 1 Circle the one that doesn’t belong. Students circle
the one that doesn’t belong in the row.

ADJUST The student can match 2–3 of the ANSWER KEY: the rabbit, because it’s a toy
characters correctly.
➔ Help students by going through each frame and 2 Connect the dots. Then read and circle. Students
asking who the character/animal is. connect the dots then circle the correct answer to the
question.
EXCEED The student can match all the characters ANSWER KEY: a butterfly
correctly.
➔ Ask students to summarize the story in L1.
3 Draw. Then say. Students draw an animal, say the
sentence, and show their partners their drawing.

4 Role-play the story. Students color the Imagine checkpoint pebble.

● Put students in small groups to role-play the story. Ask
students to perform the story for another group or the Extra time: Students rate the story and tell a friend.
whole class.
● Give students time to put their Imagine checkpoint Activity 2 Audio script
sticker on the page. SUPPORT Students can choose one 1 Bruno Hey! I can see a rabbit! It’s my toy!
or two frames to role-play. STRETCH Students can add 2 Bruno Hey! I can see a lizard. And look! Two big
an additional scene. eyes. What’s this? Is it an owl?
Elena No, it isn’t. I can’t see an owl.
Bruno It’s very small and…
Story extension activity 3 Bruno Oh, no! A big bird…
● Display story cards on the board in the incorrect order. Elena … and a cat!
Have the class help you reorder them by pointing at the 4 Dexter Hey! It’s Kiki!
one that goes first, second, etc. Ask students to close Elena Come on. Let’s run!
their eyes. Remove one card. Ask students to open their Bruno I can see the bird!
eyes and discuss with a partner what is on the missing 5 Dexter Stop, Kiki!
card. 6 Dexter Here’s the cat!
Bruno And I can see the owl…

t t t t t t t
Extra
activity
I can shine:
Activity 3
Story
extension
Workbook:
Practice 1
Workbook:
Practice 2
Ending the
lesson
Learning
path
129

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 5 Lesson 4 – Grammar and vocabulary Student Book page 58

Objectives Build: building confidence Build

• Lesson aim: to ask and answer about insects • Build confidence in English
• Target language: Is it a… ? Yes, it is. No, it isn’t. ant, bee, butterfly, through whole class speaking and
ladybug repetition of key words, as well as finding
• Recycled language: flowers, owl; black, red, small, yellow similar words on the page.
• Point to the “Build” stepping stone and
GSE write We’re learning words for insects on
• Productive: Speaking: Can talk about common everyday objects the board.
using single words, if supported by pictures.
• Receptive: Listening: Can identify everyday objects, people, or Materials:
animals in their surroundings or in pictures from short, basic • Audio; Picture Cards – Animals; coloring
descriptions (e.g., color, size), if spoken slowly and clearly. pencils

Starting the lesson

Lesson 4 ● Give the class 2 minutes to remember all the
animals from the story in Lesson 3. Then ask
1 5.08
Listen and find. 2 5.09
Listen and number. Then say. them to check in their books and write their
answers on the board. Ask students if they can
remember what the insect at the end of the
story is called in English.
bee ladybug 1 5.08 Listen and find.
● Play the audio and present the vocabulary
picture cards for students to repeat each
butterfly ant word. Then hold up each card for them to say
without prompting and ask them to point to
each animal on the page. SUPPORT Pause the
3 5.10
Listen and say.
audio when the key vocabulary is mentioned,
Is it an ant?
so students have more time to find the insect.
h a nt
Yes, it is. / No, it isn’t.
C STRETCH Ask students to listen for additional
Look at the flower. What can you see? information about each of the insects.
Is it a ladybug? No, it isn’t.
Is it a bee? Yes, it is!
RECEPTIVE SKILLS TIP
Ask students to think what words (e.g., color,
4 Draw, circle, and write. Ask a friend. size) could describe each insect as this may
help them find the correct ones.

2 5.09 Listen and number. Then say.

● Tell students to listen and number the pictures
in Activity 1 correctly. Play the audio, pausing
1 bee / butterfly 2 after each word if necessary.
● Point to each picture and ask students which
58 Vocabulary and structures Insects; Is it an (ant)? Yes, it is./No, it isn’t. number they wrote. Ask them to repeat the
word.
M05_RS_SB1_AmE_99089.indd 58 23/6/21 12:10 PM

ANSWER KEY: 1 ant, 2 bee, 3 butterfly,

4 ladybug

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

M05_RS_TB1_AmE_99157_U05.indd 130 5/7/21 3:10 PM

 5
3 5.10 Listen and say. Workbook page 43
● Ask students if they can remember any of the questions
Bruno and Dexter asked Grandma Belinda in Activity 1. 1 Trace. Then read and circle. Students trace the
words and circle the correct answer.

Build
Write suggestions on the board, correcting them later if
necessary.
● Draw students’ attention to the Build Helper. Students ANSWER KEY: 1 No, it isn’t., 2 Yes, it is.
read the question and answers. Ask different students
questions from the chant and have them answer No, it 2 Follow and find. Then write. Students follow the
isn’t./Yes, it is. garden path, find the other half of the insect,
● Play the audio and ask students to read the chant aloud. and write the word. Ask students to read out the
sentences to answer Elena’s question.
Extra activity
Ask students to form questions and answers about ANSWER KEY: 1 d ant, 2 b ladybug, 3 a bee, 4 c butterfly
other insects with a partner. Nominate pairs to give
their questions and answers and add them to the
Extra time: Students draw their favorite small animal and
chant.
tell a friend.

Activity 1 Audio script

BUILD HELPER Grandma Look at my flowers. Oh! What’s this?
Read the questions and answers in the box. Drill the Bruno Is it an owl, Grandma Belinda?
answers Yes, it is. and No, it isn’t. Point to each creature Grandma No, it isn’t. It’s an owl butterfly. Careful!
on the page and ask the question Is it an ant? for Bruno Oh, yes!
students to answer. Finally, ask students to close their Elena What’s this? It’s red and black. Do you
books and write a gapped question/answer on the know? What’s this?
board, e.g., Is ____ butterfly? ____ , it ____ . for students to Dexter Is it a ladybug?
complete. Grandma Yes, it is.
Bruno I can see an ant.
Elena Where?
4 Draw, circle, and write. Ask a friend. Bruno Look closer. A small black ant!
● Look at the pictures. Ask students to complete the Elena Oh, yes! And look. It’s black and
insects to match the existing half, then circle the correct yellow…
answer. Dexter Is it a bee?
● In pairs, tell students to ask and answer about the Elena Yes, it is!
pictures. Dexter Agghh!

Ending the lesson Activity 2

1 an ant
● Ask students to draw half of one of the animals from 2 a bee
Lesson 1 (reminding them of the vocabulary if necessary). 3 a butterfly
They show a partner and ask Is it a… ? before swapping 4 a ladybug
pictures to complete them.
Activity 3
Elena Let's go, everybody. Listen to me!
Look at the flower. What can you see?
Is it a ladybug? No, it isn't.
Is it a ladybug? No, it isn't.
Is it a bee? Yes, it is!
Now, come on, everybody chant with me!
(Repeat verse)

t t t t t t t
Build
Helper
Practice:
Activity 4
Extra
activity
Workbook:
Practice 1
Workbook:
Practice 2
Ending the
lesson
Learning
path
131

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 5 Lesson 5 – Communication Student Book page 59

Objectives Build: building confidence Build

• Lesson aim: to form questions and short answers about • Build autonomy in English
animals. To practice the sounds f/s through noticing patterns in target
• Speaking function: to ask and answer questions to identify language, building on a bank of known
animals words, and encouraging students to
• New language: Is it a (butterfly)? Yes, it is./No, it isn’t. notice mistakes.
• Recycled language: ant, bee, butterfly, eyes, ladybug, legs, • Point to the “Build” stepping stone and
owl, black, red, yellow write We’re learning to ask and answer
questions about insects on the board.
GSE
• Productive: Speaking: Can use a few simple words to describe Materials:
objects (e.g., color, number), if supported by pictures. • Audio; Picture Cards; scissors, coloring
• Receptive: Listening: Can recognize familiar words in short pencils
phrases and sentences spoken slowly and clearly, if supported by
pictures or gestures.

W ma ine Starting the lesson

5
onder Grow Shine
g Build
I

Lesson 5 ● Display picture cards from both the vocabulary

lessons around the classroom. Give students
1 5.11
Listen and check (✓). 30 seconds to look at them. Ask them to close
their eyes while you remove one picture card.
Tell students to open their eyes and say which
one has gone. If students can’t remember, give
simple clues (e.g., I’m black and yellow.) Repeat.
1 butterfly 2 ant 3 ladybug
1 5.11 Listen and check (✓).
owl bee ant
● Ask students to look at the pictures and tell
2 Look and play. 3 5.12
Listen to the sounds and say. a partner what they can see. Ask students to
listen to three conversations about the animals
What can you see? My sounds
Is it a butterfly?
in the pictures then check the correct animal.
Play the audio and give students time to
s f
●

choose. Point to the pictures and ask What is

No, it isn’t.
I can see it? SUPPORT Before playing the audio, use
an owl. the picture cards to review the names of the
Seven smiling frogs sitting by a flower!
insects and animals in the options. STRETCH
I can shine! Play the audio again, pausing to ask students
4 Cut out and guess the animals. what word(s) come(s) next.

ANSWER KEY: 1 owl, 2 bee, 3 ladybug

It’s small. It’s red.
Is it an ant?
RECEPTIVE SKILLS TIP
Tell students they might hear two animals/
Yes, it is!
insects mentioned in each part of the audio,
but not to check the first one they hear. They
I can ask and answer about animals. should listen carefully to what is said about
each.
Communication Asking about animals; sounds s and f 59

M05_RS_SB1_AmE_99089.indd 59 23/6/21 12:10 PM

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

M05_RS_TB1_AmE_99157_U05.indd 132 5/7/21 3:10 PM

 5
2 Look and play.
FUTURE SKILLS: collaboration and communication
● Ask students to read the example question and answer.
Then practice building the question word by word: Is… , Ensure students have the vocabulary to take turns in
the Checkpoint task, e.g., It’s my turn. It’s your turn.

Build
Is it… , Is it a… , etc.
● Write the question on the board. Ask students what
word they could use instead of butterfly. Write their
Ending the lesson
suggestions above the words on the board and practice
the sentences. ● Play the game from Activity 4, using animals from
● Tell students to ask you a question and point to an insect Lessons 1 and 3, too. Give students a short description
in Activity 1. Respond with Yes, it is. or No, it isn’t. Ask and have them guess what it is. The student who guesses
students to ask and answer about animals in the close-up correctly must think of another animal.
pictures in pairs.
Workbook page 44
3 5.12 My sounds Listen to the sounds and say.
● Point to the picture and say What’s this? Answer Yes, it’s 1 5.13
Listen and number. Students listen and
a f – f – frog, Yes, it’s a f – f – flower. number the animals.
● Then say f says f – f – f, s says s – s – s. Ask students to
ANSWER KEY: 1 frog, 2 rabbit, 3 fox, 4 butterfly
pay attention to your teeth and lips as you make the
different sounds.
● Play the audio and ask students to repeat the sounds. 2 5.14
Listen and repeat. Trace. Then check (✓) the
● Ask them to write the number. one that doesn’t belong. Students listen and repeat
the words. They trace the letters then check the one
4 Cut out and guess the animals. that doesn’t belong.
● Ask students to cut out the cards, draw two more
animals in the empty squares, and say what color or size ANSWER KEY: 1 three, 2 lizard
the animal is on each card. Model an example.
● Tell students they should place the six cards face down, 3 Ask and answer with a friend. Then draw. Students
then take turns picking up a card and describing it for ask and answer the questions with a partner, draw
their partner to guess. their own silhouettes, and guess their partner’s
animal.
I can shine! Assess Students color the Build checkpoint pebble.

ACHIEVE The student can form questions and

answers about 4 of the animals. Activity 1 Audio script
1 Boy Look at the eyes.
Girl Is it a butterfly?
ADJUST The student can form a question but with Boy No, it isn’t.
some errors. The student can describe 3 insects Girl Is it an owl? Yes, it is.
accurately.
➔ Drill the question Is it a with different insects. 2 Girl Look! I can see legs.
Review adjectives that can describe each insect. Boy Is it a bee?
Girl Yes, it is.
3 Girl What’s this? It’s black and red. Is it an ant?
EXCEED The student can form questions and
Boy No, it isn’t. It’s a ladybug.
descriptions for 6 of the insects.
Girl Oh, yes.
➔ Encourage students to describe other animals
they’ve learned about in the unit. Activity 3
s–s–s
seven
● Give students time to put their Build checkpoint sticker f–f–f
on the page. frogs
Seven smiling frogs sitting by a flower!

t t t t t t
Phonics
practice
I can shine:
Activity 4
Workbook:
Practice 1
Workbook:
Practice 2
Ending the
lesson
Learning
path
133

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 5 Lesson 6 – Global Citizenship Student Book page 60

Objectives Growth: Nurturing growth Grow

• Lesson aim: to learn new words for animal habitats in society
• Cross curricular/Culture connection: investigating animals in the • Promote good global citizenship by
habitat asking why it is important to look after
• Global citizenship theme: respect animals the environment and to think about how
• Target language: flowers, grass, pond, tree to look after places where animals live,
• Recycled language: bee, duck, mouse, owl; I can see a… , Look e.g., don’t cut down trees, don’t drop litter.
at the… • Point to the “Grow” stepping stone and
write We’re learning about places where
GSE animals live on the board.
• Productive: Speaking: Can describe the position of objects or
ob
al Citiz
people in a basic eway, using
al Citiz
ob pictures e bal Citize
or ogestures. ob
al Citiz
e ob Materials: obal Citize
al Citiz
e

•OptA • Audio; Video; Picture Cards; paper,

Gl

Gl

Gl

Gl

Gl

Gl
Receptive: Listening: Can recognize words and simple phrases
n

n
n

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

Starting the lesson

OptB ● Ask students if they have any pets at home.
Let’s be
friends
I explore I celebrate all
families!
I play with
friends!
Ask them in
I try different
food!
L1 why they think these animals like
I appreciate
special clothes
nature
Lesson 6 I share
toys! living in houses with people. Ask them to name
Lorem ipsum animals (in English) that couldn’t be a pet.
1 5.15
Listen, look, and find. 2 5.16
Listen and point.
Then say.
1 5.15 Listen, look, and find.

OptC
flower ● D
iagn ose
Play the audio and present the vocabulary
Let’s be I share
tree
I celebrate all I play with picture cards
I try different for students to repeat each word.
I appreciate
friends toys! families! friends! food! special clothes
Then hold up each card for them to say without
prompting and ask them to point to each toy
grass pond
on the page.
al Citiz al Citiz al Citiz al Citiz al CAsk
● itiz students al CinitizL1 if they ever look closely at
ob e ob e ob e ob e ob e ob e
any of the places to see what animals and
Gl

Gl

Gl

Gl

Gl

Gl
n

OptD 3 Look and match. Then circle the animals that live close to you. insects are there.
Let’s be I share I celebrate all I play with I try different I appreciate

2
friends toys! families! friends! food! special clothes
5.16 Listen and point. Then say.
● Tell students to listen for the four new words.
Play the audio, pausing after each section for
students to point to the correct part of the
picture.
● Play the track again for students to repeat
the words. SUPPORT If students are finding
it difficult, use the picture cards again to
consolidate the words. STRETCH Ask
students to say Look at the (pond/tree/grass/
4 Watch and listen.
Think and share! flowers).
Which is your
favorite animal?
RECEPTIVE SKILLS TIP
Before Activity 2, tell students they will hear
60 Global Citizenship Where animals live the animal names first, then the places. They
should focus on the places and point these
M05_RS_SB1_AmE_99089.indd 60 23/6/21 12:11 PM
out.

t t t t t t
134 Starting
the lesson
Learning
path
Presentation:
Activity 1
Picture
Cards
Practice:
Activity 2
Extra
activity

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 5
3 Look and match. Then circle the animals that
As
sess Background information (Culture and CLIL)
live close to you.
Before the lesson research the animals from your
● Ask students to look at the pictures of the animals and
country that live in the places in the lesson and

Grow
places and think where each animal lives. Play the audio
consider why these habitats are suitable for those
from Activity 2 again if necessary.
species. If possible, bring in additional pictures of
● Ask students to match the animals to the correct places.
animals and have students discuss if they’ve seen them
● Ask students to repeat I can see a… and Look at the… for
and where. You could introduce students to the idea of
each animal. Then they tell a partner what they can see
protecting habitats by discussing any local efforts at
and where it is.
conservation.
● Ask students, in L1 if necessary, what animals live close to
them. Do they live close to a park or a pond or a forest?
Give students paper and have them draw animals that
TEACHER TIME TO SHINE: class location
live close to them with the place they live in, too.
If possible, take the class to a different location for the
ANSWER KEY: duck – pond, owl – tree, mouse – grass, lesson. This unit topic and lesson lend themselves to
bee – flower being outdoors. Taking the class to a field, playground,
or park will help students put the language in context.
Ask students to point to the habitats they see, say
4 Watch and listen. what animals might live there, and look for and draw
insects.
● Review unit vocabulary using picture cards. Play the
Nature video.
● After watching, ask students if they remember what Workbook page 45 (Lessons 6 and 7)
animals live in the grass (bees, butterflies, ladybugs), by
the pond (ducks, frogs, turtles) and in the trees (ants, 1 Read and trace. Check (✓) or put an ✗. Then
say. Students check or put an ✗ for each animal
lizards, owls).
according to whether it’s in the correct habitat, then
trace the words.
FUTURE SKILLS: critical and reflective thinking
Ask students to think about animals that can be pets ANSWER KEY: 1 duck ✓, frog ✓, mouse ✗; 2 bee ✓,
and live in the wild. Ask them how we can ensure pets butterfly ✓, lizard ✗; 3 owl ✓, bird ✓, turtle ✗; 4 rabbit ✓,
are happy living in people’s homes. mouse ✓, fox ✓

GROW HELPER Activity 1 Audio script

1 a flower 2 a tree 3 grass 4 a pond
Read Grandma Belinda’s question with the class.
Encourage them to name their favorite animal, give Activity 2
ob
al Citiz
ob
reasons, and add any information they know about it
al Citiz
ob
al Citiz
ob
al Citiz
ob
al Citiz
ob
al Citiz

1 Boy I can see a duck. Look at the pond.

e e e e e e
Gl

Gl

Gl

Gl

Gl

Gl
n

(e.g., where it lives).

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

2 Girl I can see an owl. Look at the tree.

friends toys! families! friends! food! special clothes

3 Boy I can see a mouse. Look at the grass.

Ask students to think if there’s anything they can
OptB
Let’s be
friends
I share
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes 4 Girl I can see a bee. Look at the flowers.
do at home or in school to help animals and insects, e.g.,
toys!

Lorem ipsum

have a bird feeder, build a “bug hotel.”

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

Ending the lesson

friends toys! families! friends! food! special clothes

Put the picture cards for pond, tree, grass, and flowers
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

OptD
Let’s be
friends
around the room. Then say I’m a (e.g., duck) and ask
I share
toys!
I celebrate all
families!
I play with
friends!
I try different
food!
I appreciate
special clothes

students to run to where the animal lives (e.g., the pond).

t t t t t t
Practice:
Activity 3
Grow
Helper
Our World
video: Activity 4
Workbook:
Practice
Ending the
lesson
Learning
path
135

M05_RS_TB1_AmE_99157_U05.indd 135 5/7/21 3:11 PM

 5 Lesson 7 – My Everyday English Student Book page 61

Objectives Growth: Nurturing growth Grow

• Lesson aim: to discover what animals are in places at a park in society
• Functional language: Let’s find (a butterfly)! Yes, great idea! • Encourage a further sense of students’
• Text kind: spotter’s guide to nature social responsibility and actions by using
• Recycled language: butterfly, fish, flowers, fox, frog, ladybug, mini role plays and class vote activities to
lizard, pond, tree explore social initiatives.
• Point to the “Grow” stepping stone and
GSE write We’re learning to look for animals at
• Productive: Speaking: Can describe the position of objects or the park on the board.
people in a basic way, using pictures or gestures.
• Receptive: Listening: Can recognize familiar key words and Materials:
phrases in short, basic descriptions (e.g., of objects, people, or • Audio; Picture Cards; coloring pencils
animals), if spoken slowly and clearly.

W ma ine Starting the lesson

5
onder Build Shine
g Grow
I

● Ask students to look at the map in Activity 1

and tell a partner what places they can see.
Lesson 7 At the park Allow them to say in L1 if it’s like any of the
parks close to their city.
point. 1 Read, look, and number.
1 D
iagn ose
Read, look, and number.
owl duck mouse butterfly ● Ask students to read the list of four animals,
then decide where they live at the park. Tell
1
them to match the correct numbers to the
animals. SUPPORT Review the words for
2
animals if necessary. STRETCH Ask students
4 which animals from the unit aren’t shown in
the picture puzzle.
3

ANSWER KEY: 1 owl, 2 duck, 3 mouse,

4 butterfly
I can shine!
2 5.17
Listen and match.
3 Let’s explore the park! Extra activity
1
pond
Ask students to plan a walk around their
local park, saying what they would visit first,
second, etc.
2
tree Let’s find
a butterfly!
RECEPTIVE SKILLS TIP
Help students prepare for the listening task
3 by pointing out things at the park that the
flowers animals live in or close to (pond, flowers, tree).
I can find animals
at the park. Tell them they need to listen for these words,
as well as the animals.
My Everyday English At the park; Let’s find a (butterfly)! 61

M05_RS_SB1_AmE_99089.indd 61 23/6/21 12:11 PM

t t t t t t
136 Starting
the lesson
Learning
path
Picture
Cards
Practice:
Activity 1
Practice:
Activity 2
Speaking
support

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 5
2 As
5.17 Listen and match. Ending the lesson
sess

● Ask students to look at the pictures of the three animals. ● In pairs, ask students to draw a map of the park with
Say each animal for students to repeat. different places for animals to live and ask them to say

Grow
● Play the audio and ask students to match the animals I can see a (duck) at the (pond)! Their partner must draw
with the places. Then check their answers. the animal in the correct place. Then they swap roles.
● Play the track again and pause after each line for
students to answer. Workbook page 45 (See Lessons 6 and 7)

ANSWER KEY: 1 flowers, 2 tree, 3 pond 2 Choose an animal home and draw an animal in it.
Write. Then role-play. Students choose and draw an
animal habitat and add an animal to it. Students talk
TEACHER TIME TO SHINE: speaking in class to a partner about their picture.
Students could initially write down their sentence Let’s Students color the Grow checkpoint pebble.
find a… in Activity 3 if they need more support. Allow
them to read it the first few times they interact with Extra time: Students tell a friend what they can see in the
a partner, then encourage them to speak without classroom.
reading.

3 Let’s explore the park! Activity 2 Audio script

● Read the speech bubble (Let’s find a butterfly!) and ask 1
the class to repeat it. Boy Let’s find a butterfly.
● Practice the phrases Let’s find a… Great idea, I can see a… Girl Yes, great idea.
Look at the… . Boy I can see a butterfly. It’s red and black. Look
● In pairs, ask students to take turns looking for an animal at the flowers.
from Activity 2 using the phrases. If pairs finish early, they 2
can choose other animals. Boy Let’s find a lizard.
Girl Yes, great idea.
I can shine! Assess Boy Oh! Look at the tree! I can see a lizard.
Girl Me, too.
ACHIEVE The student can suggest looking for an 3
animal and the place it might be found. The student Boy Let’s find a frog.
can use the structures from the lesson accurately. Girl Yes, great idea. Look at the pond!
Boy Hey! I can see a frog and a fish!

ADJUST The student can suggest looking for

an animal and where it might be found, but with
errors in the sentences.
➔ Practice the example sentences again, building
up word by word and line by line.

EXCEED The student can suggest looking for

animals in different places and can respond with
Great idea, etc.
➔ Ask the student to suggest animals from other
lessons in the unit.

● Give students time to add their Grow checkpoint sticker

to the page.

t t t t t
I can shine:
Activity 3
Workbook:
Practice
Extra
activity
Ending
the lesson
Learning
path
137

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 5 Lesson 8 – Review Student Book page 62

Objectives Shine: Time to shine! Sh e

• Lesson aim: to review the language from Unit 5 • Enable students of all abilities to in
• Reviewed language: duck, fox, frog, lizard, mouse, owl, rabbit, showcase achievements through
turtle; I can see a(n)… . It’s (small) and (red). Is it a (ladybug)? Yes, differentiated steps. This can be
it is. facilitated through groupwork, promoting
respectful interactions such as turn-
Materials: taking, and developing cooperative
• Picture Cards learning strategies such as Think, Pair,
Share, and Peer learning and support.
• Point to the “Shine” stepping stone and
write the lesson objective on the board:
We’re reviewing what we’ve learned in the
unit.

Starting the lesson

llage!
Let’ s make a park co ● Ask students to look back through the unit and
decide which was their favorite lesson. Ask
them to give a reason why they liked it (in L1 if
Step 1 Review necessary).
● Display pictures of animals that students
1 Find and write. duck fox frog lizard D
iagn ose

mouse owl rabbit turtle have learned in the unit on the board. Give
students 2–3 minutes to look and remember
1
the animals. Remove the pictures and ask
2
students to work in pairs or small groups to
3
remember as many as they can in 1 minute.
4
Record the groups’ correct answers on the
5 board.
6
7 Step 1: Review
8
● The Review consolidates the target language
2 Choose two animals. Trace and write.
of the unit from the I can shine! checkpoints
I can see a . and helps prepare students for the unit
I can see a . projects. Vocabulary from the Wonder spread
is reviewed through reading and writing in
3 Guess your friend’s animals. Activity 1. The story ideas from the Imagine
It’s small spread are reviewed in Activity 2. The speaking
Is it Yes, it is.
and red.
a ladybug? element in Activity 3 consolidates the target
structures and language of the Build spread.
4 Think! Check (✓) homes for your animals.
1 Find and write.
● Ask students to look at the wordpool. Read the
words and ask them to repeat after you to help
with any pronunciation problems.
62
● Tell students to find and color the animals
Unit review Unit objectives review
in the picture and copy the word next to the
M05_RS_SB1_AmE_99089.indd 62 23/6/21 12:11 PM correct number.

ANSWER KEY: 1 duck, 2 turtle, 3 fox, 4 mouse,

5 rabbit, 6 owl, 7 lizard, 8 frog

t t t t t t
138 Starting
the lesson
Learning
path
Song Review:
Activity 1
Review:
Activity 2
Extra
activity

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 5
SUPPORT Review the animals in the word pool with Unit 5 review notes
picture cards first. STRETCH Ask students to say I can
see a… , It’s number… . ● Use this space to take notes on what your students
might need to revisit based on their performance in the

Shine
2 Choose two animals. Trace and write. review lesson.
● Tell students to choose two animals from the picture
puzzle and write one to complete each sentence.
3 A s ss
se
Guess your friend’s animals.
● Read through the speech bubbles and ask students to
repeat after you. Pay attention to the intonation for the
question and the answer.
● Ask students to work in pairs. One describes one of the
animals they wrote in Activity 2, the other guesses what
it is, asking Is it a… ? Then they swap. They continue until
they have both described and guessed all their animals.
● Nominate some students to say one of their descriptions
for the rest of the class to guess.
4 Think! Check (✓) homes for your animals.
● Ask students to think about the animals they chose in
Activity 2 and check one or two pictures showing their
home or homes.

Ending the lesson

● Tell students you need their help to draw a park on the
board.
● Draw a pond and ask (in L1 if necessary) What animal
goes here? (duck, frog) Point next to it and ask What
can I draw here? Draw a tree if students don’t suggest
anything. Ask What animal goes here?
● Continue until all animals/places are drawn. If students
are confident, allow them to come to the board and add
places/animals themselves.

Workbook page 46
1 Look. Then count and write. Students look at the scene,
then count the animals and copy the words onto the line.

ANSWER KEY: 1 mouse, 2 owls, 3 foxes, 4 turtles,

5 frogs, 6 rabbits, 7 ducks, 8 lizards

2 Trace and circle. Draw and write. Then ask and

answer. Tell students to trace the animal and circle
the correct answer. Then they ask and answer about
the picture with a partner. More confident students
can draw and write their own fact sheets.

ANSWER KEY: ladybug

Extra time: Students look at the picture and say what they
see.

ANSWER KEY: lizard

t t t t t t
Review:
Activity 3
Review:
Activity 4
Workbook:
Practice 1
Workbook:
Practice 2
Ending the
lesson
Learning
path
139

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 5 Lesson 9 – Project: Let’s make a park collage! Student Book page 63

Objectives Shine: Time to shine! Shine

• Lesson aim: to create a park collage • Allow students of all abilities to
• Reviewed language: ant, bee, butterfly, duck, fox, frog, ladybug, demonstrate progress by modifying
lizard, mouse, owl, rabbit, turtle; flowers, grass, pond, tree lesson objectives, adapting pair or
groupwork, or being creative with
Materials: learning goals.
• Scissors, glue, colored paper, coloring pencils, any additional • Point to the “Shine” stepping stone and
materials for a collage write We’re going to make and present a
park collage on the board.

W Starting the lesson

5
onder ma ine Build Grow
g
S hine
I

● Ask students to tell a partner what things there

are at their local park. Ask them to think about
Step 2 Create
animals and places.
5 Think about your project. 6 Make your park
Circle and write. collage. Step 2: Create
● This section reviews Global Citizenship skills
from the Build and Grow spreads like critical
thinking and collaboration. Activity 5 focuses on
I can see a a critical thinking task and Activity 6 looks at
creativity and “making” their project. In
and .
Activity 7, students are invited to collaborate
Is it and communicate in a pair or small group
7 Share with a friend. a pond? before presenting their project in front of the
Yes, it is.
class in Time to Shine.
Make sure that students understand the steps
Time to shine!
●

to success for the project, to enable them to

8 Show your park collage to the class. carry out the project to the best of their ability.
For example, instead of just asking them to
create a collage, give them clear step-by-step
instructions:
1 Choose a place that animals live close to you.
2 Ask and answer questions with a friend.
Look at the
flower. I can see 3 Draw or make a collage and use a lot of
a butterfly and color.
a ladybug.
4 Show your collage to the class.

I can explore nature!

5 ● Show students what is required of them.
Some students may need more support
to keep in mind all the key elements of a
63 successful project. Other students may be
Unit project A park collage
aware of the key elements, but may require
M05_RS_SB1_AmE_99089.indd 63 23/6/21 12:11 PM further suggestions to motivate them to
improve. Above all, project work is a chance for
students to produce the language they have
been learning in class and will provide useful
assessment and remediation opportunities.

t t t t t
140 Starting
the lesson
Learning
path
Project:
Activity 5
Project:
Activity 7
Time to shine:
Activity 8

M05_RS_TB1_AmE_99157_U05.indd 140 5/7/21 3:11 PM

 5
5 Think about your project. Circle and write. Ending the lesson
● Ask students what places they can see in the picture and
● Have students tell a partner their favorite animal from
which animals live there.
the unit (in English) and why they like it (in L1).

Shine
● Ask them to circle two of the places and write the names
of two animals that live in them.
Workbook page 47
6 Make your park collage.
● Ask students to choose the animals that are going at
3 Stick and color. Then tell a friend. Students play
spot the difference. They stick the scrambled “jigsaw
their park (give a limit/minimum if necessary). They puzzle” pieces from cutout corners, so it makes a
should use the animals they chose in activity 1 and can scene. Then they color the butterfly a color of their
add more if they wish. choice. Using the target language, they try to spot the
● Give students materials and time to draw/create their
differences between the 2 scenes.
collage of their park and animals. Have a completed
collage to show them if possible. 4 Read. Then think and write. Tell students to complete
the chart for themselves, then describe it to a partner.
PROJECT TIP Tell students to color the corner picture. Ask students to
Bring in or display some pictures or plans of parks in look at the Progress Chart for Unit 5 and check the things
your area to give students inspiration before they make they can now do.
their collage. Ask students if they recognize the park
and what animals they think they would see there. Home-school link: Students make an origami owl and
show their family.
7 Share with a friend.
Read through the speech bubbles.
Assess
●

● Ask students to work in pairs. They look at each other’s Time to shine!
collages and ask and answer questions about them.
ACHIEVE The student can name animals and
Time to shine! insects using I can see a/an… . The student can ask
and answer about animals using Is it a/an… ? Yes, it
8 Show your park collage to the class. is./No, it isn't.
A s ss
se
● Read the speech bubble and ask students to think of 2
sentences to say about their collage. Give support where ADJUST The student can name, ask, and answer
necessary. about animals and insects, but with errors in the
● Ask students to show their collage to the class (or to a sentence.
small group if more appropriate) and describe it. ➔ Play the chant from Lesson 4 again, asking
● In a confident class, have the class ask questions using students to repeat each sentence.
Is it a… ? for the student to answer.
ob
al Citiz
●
ob
Ask students if they enjoyed learning about animals. Tell
al Citiz
ob
al Citiz
ob
al Citiz
ob
al Citiz
ob
al Citiz

EXCEED The student can name, describe, ask,

e e e e e e

them to find the I can shine! sticker at the back of the

Gl

Gl

Gl

Gl

Gl

Gl
n

OptA

and answer about the animals and insects using

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

book and add it to the page.

friends toys! families! friends! food! special clothes

language from previous units. The student can

help other students in class during pair/group work
Ask students when they last saw an animal outside
OptB

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

and what things they did to help it (e.g., stayed quiet, left
toys!

➔ Work on the student’s intonation and

Lorem ipsum

it food). pronunciation by modeling examples.

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

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

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

t t t t
Workbook:
Practice 1
Workbook:
Practice 2
Ending
the lesson
Learning
path
141

M05_RS_TB1_AmE_99157_U05.indd 141 5/7/21 3:11 PM