GSE TEACHER MAPPING BOOKLET

Alignment with the Global Scale of English

and the Common European Framework of Reference

GSE, Rise and Shine Level 6 – Published 2021

2 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Build, Grow and Shine

Rise and Shine empowerseverychildtoreachtheirpotentialandshine.
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.
Appealingstoriesandreal-lifecontentcreateaworldthatyoung learnerscanrelatetoin
theirownlives.Well-structuredactivities developfutureskills,suchascollaborationand
teamwork, communication,criticalandcreativethinking,andself-management.
Rise and Shine’s unique mix of printed and digital components is designed for use in inclusive
classrooms.Supportforindividuallearningneedsensureslearnersgrowinconfidenceandachieve
their best, preparing them to become global citizens of tomorrow.

What’s great about Rise and Shine?

• Clear progress and accessible learning outcomes
• Measurableprogressthatlearnerscansee.SyllabusbuiltofftheGSEYL,whichhelpslearnersto
understand exactly what they are learning and why.
• I can shine activity encourages learners to think about their progress against the key learning
outcome for the unit stage.
• A step-by-step approach builds confidence in using English through a learning cycle of exposure,
recognition, controlled practice and freer practice.
• Supporting every learner to achieve and shine through carefully planned lessons and character
helpers.
• Targeted support for teachers to help all learners achieve their learning goals, while recognising
thatthiswilllookdifferentfordifferentlearners.

Plus
• 360°onlinegames
• Assignable digital activities and tests
• OurWorldvideosandstoryanimations
• ThemesfromtheSustainableDevelopmentGoals

Copyright © 2021 by Pearson Education, Inc. Photocopying for classroom use is permitted © The copyright of the Can Do statements taken from the Common European
Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].
3 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

The Global Scale of English and the Common

European Framework of Reference
The Global Scale of English is a standardised scale from 10 to 90 which measures English language
proficiency.ItisalignedwiththeCommonEuropeanFrameworkofReference(CEFR1). Unlike the
CEFR,whichdescribesproficiencyintermsofbroadlevels,theGlobalScaleofEnglishidentifieswhata
learner can do at each point on a more granular scale—and within a CEFR level. The scale is designed
to motivate learners by demonstrating incremental progress in their language ability. The Global Scale
of English forms the backbone for Pearson English course material and assessment.
CEFR and the Global Scale of English both comprise a number of Can Do statements, or “learning
objectives,”foreachofthefourlanguageskills,describingwhatlearnersshouldbeabletodoatdifferent
levelsofproficiency.Thelearningobjectivesarewrittentoreflectwhatastudent‘CanDo’withlanguage
without regard to the topic area in which a language skill may surface but bearing in mind the context
ofthelearnerthemselves.Forexample,theGSELearningObjectivesforYoungLearnershavebeen
ratedbyYoungLearnerexpertstodemonstratewhatcanbeexpectedofaYoungLearneratthat
level, recognising that in most cases they will have had less exposure to authentic language and less
opportunity to practise it in authentic contexts to the same depth/breadth as many adult learners. Also
recognising that some topics will have more or less relevance for them compared to adult learners
according to their daily routines and experience. All GSE Learning Objectives have been aligned to the
CEFR,andmanyadditionalstatementscreated,ratedfordiffi culty,andcalibratedtothesamesinglescale.
This document provides an overview of the learning objectives that are covered in Rise and Shine. As the
learningobjectivesfocusspecificallyonlanguageskills,somelearningobjectiveswillbeusedandpractised
multipletimes,areflectionofthefactthatinorderforalearnertosuccessfullylearnandinternaliseaskill
(withthegoalofachievingmasteryinthesecondorforeignlanguage),itisimportanttoencounterthatskill
in a variety of contexts. The content of Rise and Shine is designed to provide multiple touch points from which
a learner can explore the possibilities of use of any given language skill but each skill is only listed once.
For each learning objective we indicate whether a statement is from the original CEFR or newly created
by Pearson English:
(C2018a) CEFR – Companion Volume descriptor adapted or edited © Council of Europe
(CSEa) Eiken descriptor from the CSE, adapted or edited
(P) NewPearsonEnglishdescriptor
Rise and Shine is aligned with the Global Scale of English and the Common European Framework of
Reference.IttakeslearnersfromCEFR<A1toA2+(10–42ontheGlobalScaleofEnglish).Eachlesson
guideslearnerstoa‘CanDo’goalinlinewiththeGlobalScaleofEnglishandtheCommonEuropean
Framework‘CanDo’statements.

10 20 30 40 50 60 70 80 90

Level 6
Level 5
Level4
Level 3 §

Level 2
Level 1
CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2

Visit pearsonenglish.com/gse to learn more about the Global Scale of English.

1 CouncilofEurope(2001)CommonEuropeanFrameworkofReferenceforLanguages:Learning,teaching,assessment.
Cambridge: Cambridge University Press.

Copyright © 2021 by Pearson Education, Inc. Photocopying for classroom use is permitted © The copyright of the Can Do statements taken from the Common European
Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].
4 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

The GSE in Rise and Shine

The four skills - listening, reading, speaking, and writing - are systematically developed within each
level and across the course. Rise and Shine focuses on communication with simultaneous development
of reading and writing skills. Special emphasis is placed on joining communicative competences to
process and produce oral and written texts.
To bridge any potential gaps and to
facilitate learners’ learning path, speaking
skills have been broken down into
development indicators. They capture
discrete learning objectives that learners
are aiming to acquire (e.g., Recognise
familiar words in phrases, sentences and
texts.). In Rise and Shine Teacher’s Book,
the development indicators have been
listed alongside more granular learning
objectives for every unit in the key
progress indicator chart.
Breaking the skills down in this way
supports the development of related
skills that build on one another and are at the right level, giving learners the best chance to learn and
achieve.

Skills development
In Rise and Shine, the skills syllabus has been developed using the Global Scale of English (GSE)
Learning Objectives and the GSE Skill Development Framework for Young Learners, which provides
structured scaffolding to support teachers and learners.
At Level 6, the GSE range covered is 35–42 as
core but includes learning objectives as high as
46 as a stretch.
Across the course, skills have been categorised
into receptive and productive. In the Teacher’s
Book, each lesson starts with an objectives box
where specific GSE learning objectives for that
lesson are listed.
Having these Can-Do statements easily
accessible in this way helps teachers monitor
their learners’ progress and inform planning
and teaching. In close connection to that, the Can-Do statements support assessment offering tools to
effectively diagnose and apply remediation and/or stretch.

Remediation and stretch

Each stage of the unit has a clear and measurable outcome that learners can demonstrate in the I can
shine task. These activities are specifically designed to consolidate learning from the stage. The I can shine
tasks demonstrate to learners what they have learnt and how what they are learning contributes to the
unit project. Using the Achieve, Adjust, Exceed guidelines, teachers can support every learner to shine:
assess learners’ performance in the I can shine task.
• 

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].
5 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

• if the learners need more support and practice, check the appropriate GSE Learning Objectives
list on page 9 of this booklet.
•  efer to the lower spectrum of the
R
GSE range (e.g. 35–39 in Rise and Shine
Level 6) to offer remediation and to
review any problematic learning points;
• if the learners can complete the task
successfully and if they demonstrate
skills outside of the core GSE range,
it is worth referring to the higher
spectrum (e.g., 40–46 in Rise and Shine
Level 6) to provide stretch and to
ensure individual continuous progress
over time.
The example below demonstrates how learners build towards the communicative goal of the I can
shine task, i.e., learning to paraphrase. This goal is in line with the overall goal of Level 6 Speaking,
i.e., 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. (see Teacher’s Book 6 Key progress indicator
chart). Through carefully scaffolded activities, learners also develop their listening and reading skills
along with speaking.

Example from PB6, page 14–15: Working towards communication goal with simultaneous development of
listening and reading skills.
• In Lesson 4 Activity 1, learners are presented with new grammar in the context of a listening activity
with supporting artwork and text. Listening and reading skills are developed in line with the GSE
Listening LO: Can understand a limited range of basic language related to common symptoms and
illnesses (39).
• In Activity 2, reading and speaking are brought together in a structured presentation activity in line
with the GSE Speaking LO: Can describe basic symptoms to a doctor, using gestures to support the
meaning (37).
• In Activity 3, learners can practise the target language in the safe environment of a song.
• Activity 4 builds on the GSE Speaking LO: Can describe physical symptoms to a doctor in a simple
way (42).

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
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6 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

• In Lesson 5 Activity 1 and 2, speaking is further developed with support of listening. The level
of difficulty is increased through the introduction of functional language in a real world context,
allowing learners to master the GSE Listening LO: Can understand some details in extended dialogues
on familiar everyday topics (46). Activity 3 and 4 provide further speaking and pronunciation practice
so that learners feel more confident when they attempt to complete the final communicative task:
paraphrasing. The final I can shine task in Activity 5 provides opportunity to work towards the GSE
Speaking LO: Can say how they or someone else feels, giving a brief reason (40).

Assessment
The Rise and Shine in-course assessment measures learners’ ability to demonstrate mastery of
the language and skills taught in the Pupil’s / Student’s Books in relation to specific GSE learning
objectives. To ensure that learners are making progress through Rise and Shine, teachers can make
use of regular formative testing to check learners have mastered learning outcomes and modify
plans accordingly. The assessment tasks are rooted in learning outcomes from the corresponding
units and can be used in tandem with the core course components to measure the extent to which
learners have achieved these. The course offers an online assessment pack that enables teachers
to check pre-requisite learning at the start of the course, provide feedback on the learner’s level
of achievement against learning outcomes, and identify misconceptions or areas where further
remediation is needed. Based on learners’ performance on the in-course tests, the remediation and
stretch method can also be applied using the GSE Learning Objectives defined for Rise and Shine
Level 6 on page 9 of this booklet.

English Benchmark Young Learners is a motivating English test for young learners aged 6–14,
which can be used to understand pupils’ English abilities, identify their learning needs to ensure
teaching targets the right skills, monitor and demonstrate progress to parents. English Benchmark
measures pupils’ speaking, listening, reading and writing skills through fun and interactive tablet-
based activities, with immediate detailed reports for teachers and parents that include pupils’
strengths, suggestions for improvement and recommended activities to improve their skills. As
pupils learn with Rise and Shine, English Benchmark tests can be used to measure their progress.
After pupils have taken their test, recommendations are available on areas to focus on to support
improvement.
In Rise and Shine, the Level 1 End of Level test includes key skills and activity types covered in
English Benchmark in order to prepare pupils to take the test the following year, at the end of
Level 2. From Level 2 onwards, it is advised that pupils take English Benchmark Young Learners
test once per academic year, at the end of each completed level of the course. For more
information, visit pearsonenglish.com/benchmark.

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
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7 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Tips for using the GSE with Rise and Shine

Please see some ideas on how to use the GSE when teaching with Rise and Shine:
• It is advisable to do the Rise and Shine diagnostic test at the start of the course. The test result
provides a point of reference and helps to identify individual strengths and needs for support.
• The GSE Teacher Toolkit is an immensely helpful tool if more support is needed in any given skill
at any stage of the course. The filtering and searching functions of the toolkit help to find which
learning objectives to focus on and how to scaffold them for young learners within a specific skill.
For instance, if support is needed around writing in Rise and Shine Level 6, select the lower spectrum
of the GSE range (e.g., 35–39). You will be presented with discrete learning objectives arranged
according to the level of difficulty on the GSE scale. Take a moment to locate your target learning
objective, e.g. Can write a simple text (e.g. an invitation to a party) containing key information, given a
model (36). Look at the learning objectives that are available as support, e.g. Can write very short,
simple notes to family or friends relating to matters of immediate need, given prompts or a model (35).
With the GSE Teacher Toolkit, there is a number of support and remediation steps available that
help achieve the chosen goal.

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
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8 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Similarly, if an extra challenge is needed for a fast finisher or a learner exceeding expectations, select
the higher spectrum of the GSE range (e.g., 40–46). Take a moment to locate a starting point, i.e., a
learning objective already mastered by your learner, e.g. Can write short, simple texts on familiar topics in
linked sentences (40). Look for learning objectives with a higher value in order to provide stretch / extra
challenge, e.g. Can write a short text of 3–4 compound sentences (41).

Copyright © 2021 by Pearson Education, Inc. Photocopying for classroom use is permitted © The copyright of the Can Do statements taken from the Common European
Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].
9 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

GSE Learning Objectives

On this and the following pages of this book all of the key GSE Learning Outcomes for Rise and Shine
have been grouped together and mapped against each lesson in the level. This is for ease of reference
to see what areas you might want to focus on most for your teaching and your learners’ learning
and development. These tables are followed by a Progress Indicator reference table highlighting a
particular skill.

Pupil’s / Student’s Book tables

Welcome
GRAMMAR: What are you going to do? I’m going to… / I’m not going to… • Is he going to…? Yes, he is. /
No, he isn’t.

VOCABULARY: at the camp • putting on a show

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can identify key information about future plans in
short, simple dialogues. (P) 35 A2 (30–35) 5, 6
Can identify specific information in short, simple
dialogues in which speakers make arrangements to
do something, if spoken slowly and clearly. (P) 36 A2+ (36–42) 6, 7
Can understand most of the concrete details in
informal conversations on familiar everyday topics, if
the speakers talk slowly and clearly. (P) 37 A2+ (36–42) 4
Reading Can understand a simple written dialogue on a
familiar topic. (P) 32 A2 (30–35) 6
Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 6
Can make basic inferences from simple information in
a short text. (P) 40 A2+ (36–42) 8
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 7, 8
Can recognise who a piece of writing was written for,
if guided by questions. (P) 44 B1 (43–50) 8
Speaking Can describe a picture showing a familiar scene
or activity using simple language, if prompted by
questions. (P) 34 A2 (30–35) 9
Can talk about a familiar place in a basic way. (P) 35 A2 (30–35) 4
Can talk about activities that are happening at the
time of speaking. (P) 35 A2 (30–35) 6
Can give simple reasons to explain preferences, given
a model. (P) 35 A2 (30–35) 8
Can talk about plans for the near future in a
simple way. (P) 38 A2+ (36–42) 5, 6, 7, 9
Can suggest taking turns to a classmate. (P) 41 A2+ (36–42) 7

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10 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Writing Can write short descriptive texts (4–6 sentences)
on familiar personal topics (e.g. family, animals,
possessions), given a model. (P) 35 A2 (30–35) 9

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11 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 1 Let’s stay healthy

GRAMMAR: I found / didn’t find • What was the matter? • Did he/she go to the doctor? Yes, she did. /
No, she didn’t. • What did you do? • Where did they go?

VOCABULARY: food • illnesses

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can understand the main information in short, simple
dialogues about familiar activities, if spoken slowly
and clearly. (P) 35 A2 (30–35) 10
Can understand people’s likes in informal conversations,
if the speakers talk slowly and clearly. (P) 36 A2+ (36–42) 17
Can understand most of the concrete details in
informal conversations on familiar everyday topics, if
the speakers talk slowly and clearly. (P) 37 A2+ (36–42) 10, 16
Can extract factual information from short, simple
dialogues or stories about past events if spoken slowly
and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 11, 18
Can understand a limited range of basic language
related to common symptoms and illnesses. (P) 39 A2+ (36–42) 14, 15
Can understand some details in longer dialogues on
familiar everyday topics, if guided by questions or
prompts. (P) 42 A2+ (36–42) 12
Reading Can identify key information in short, simple factual
texts from the headings and illustrations. (P) 33 A2 (30–35) 16
Can identify specific information in a simple story, if
guided by questions. (P) 35 A2 (30–35) 12
Can understand the correct sequence of events in a
simple story or dialogue. (P) 37 A2+ (36–42) 12
Can identify which people or objects are being
referred to in a text. (P) 38 A2+ (36–42) 12
Can identify the main topic of a simple structured
text. (P) 38 A2+ (36–42) 14
Can predict what a short, simple text is about from
the title, a picture etc., if guided by questions or
prompts. (P) 39 A2+ (36–42) 12, 17
Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 16
Can make basic inferences from simple information in
a short text. (P) 40 A2+ (36–42) 14
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 17

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
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12 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Speaking Can sing a simple song, if supported by pictures. (P) 22 A1 (22–29) 14
Can describe a picture showing a familiar scene
or activity using simple language, if prompted by
questions. (P) 34 A2 (30–35) 10
Can talk about a familiar place in a basic way. (P) 35 A2 (30–35) 10
Can give simple reasons to explain preferences, given
a model. (P) 35 A2 (30–35) 18, 19
Can describe basic symptoms to a doctor, using
gestures to support the meaning. (C2018a) 37 A2+ (36–42) 14, 15, 18
Can talk about plans for the near future in a simple
way. (P) 38 A2+ (36–42) 19
Can talk about an event in the past using fixed
expressions, given a model. (P) 39 A2+ (36–42) 18
Can say how they or someone else feels, giving a brief
reason. (P) 40 A2+ (36–42) 15
Can ask basic questions about things that happened
in the past. (P) 40 A2+ (36–42) 18
Can talk about past events or experiences, using
simple language. (P) 41 A2+ (36–42) 11, 19
Can make suggestions about what to do, using a few
basic fixed expressions (e.g. ‘Let’s’, ‘Why don’t we …?’). (P) 42 A2+ (36–42) 12, 15, 18
Writing Can write simple sentences about someone’s likes or
dislikes. (P) 33 A2 (30–35) 17
Can write words correctly using a range of letter-
sound patterns. (P) 35 A2 (30–35) 15
Can write short descriptive texts (4–6 sentences)
on familiar personal topics (e.g. family, animals,
possessions), given a model. (P) 35 A2 (30–35) 17, 19
Can write short, simple personal messages giving
information of immediate relevance, given prompts or
a model. (P) 38 A2+ (36–42) 17

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13 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 2 Let’s be green – Review 1

GRAMMAR: Comparatives

VOCABULARY: short adjectives • long adjectives and places

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can identify specific information in short, simple
dialogues, if there is some repetition and rephrasing. (P) 34 A2 (30–35) 20, 21
Can understand simple comparisons between two
places, if spoken slowly and clearly. (P) 35 A2 (30–35) 25, 28
Can follow the sequence of events in a simple story or
narrative, if told slowly and clearly. (P) 36 A2+ (36–42) 22
Can identify activities occurring in the past in short,
simple dialogues. (P) 36 A2+ (36–42) 30
Can understand most of the concrete details in
informal conversations on familiar everyday topics, if
the speakers talk slowly and clearly. (P) 37 A2+ (36–42) 20
Can identify key details (e.g. name, number) in factual
talks on familiar topics, if spoken slowly and clearly. (P) 38 A2+ (36–42) 26
Can understand some details in longer dialogues on
familiar everyday topics, if guided by questions or
prompts. (P) 42 A2+ (36–42) 24
Reading Can understand the main ideas in simple
informational texts, if supported by pictures. (P) 35 A2 (30–35) 21
Can identify specific information in a simple story, if
guided by questions. (P) 35 A2 (30–35) 22, 24
Can understand the correct sequence of events in a
simple story or dialogue. (P) 37 A2+ (36–42) 22
Can identify which people or objects are being
referred to in a text. (P) 38 A2+ (36–42) 22, 27
Can identify the main topic of a simple structured
text. (P) 38 A2+ (36–42) 24, 26
Can predict what a short, simple text is about from
the title, a picture etc., if guided by questions or
prompts. (P) 39 A2+ (36–42) 22, 27
Can make basic inferences from simple information in
a short text. (P) 40 A2+ (36–42) 24
Can extract factual details from a simple text. (P) 40 A2+ (36–42) 26
Can extract key information from advertisements
for familiar products, if guided by questions or
prompts. (P) 40 A2+ (36–42) 30
Can understand the order in which events happen
(e.g. in diary entries or a story). (P) 41 A2+ (36–42) 22
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 26, 27

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14 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Speaking Can sing a simple song, if supported by pictures. (P) 22 A1 (22–29) 24
Can describe basic differences between common
objects or animals (e.g. colour, size, position), given
a model. (P) 34 A2 (30–35) 21, 28, 29
Can talk about a familiar place in a basic way. (P) 35 A2 (30–35) 20, 26, 29
Can give simple reasons to explain preferences, given
a model. (P) 35 A2 (30–35) 28, 30
Can make simple, direct comparisons between two
people or things using common adjectives, given a 20, 21, 22,
model. (P) 38 A2+ (36–42) 24, 28, 30
Can describe how common everyday objects feel
using a range of basic adjectives. (P) 39 A2+ (36–42) 25
Can talk about something they like or dislike and give
reasons, if guided by questions. (P) 39 A2+ (36–42) 25
Can give a short, simple prepared talk on a topic of
personal interest. (P) 44 B1 (43–50) 29
Writing Can write words correctly using a range of letter-
sound patterns. (P) 35 A2 (30–35) 25
Can write short descriptive texts (4–6 sentences)
on familiar personal topics (e.g. family, animals,
possessions), given a model. (P) 35 A2 (30–35) 27
Can describe the position of things in a picture using
simple fixed expressions, e.g. ‘in the front’, ‘at the
back’, given a model. (P) 35 A2 (30–35) 27
Can write a short, simple description of a familiar
place e.g. room, house, or apartment. (P) 37 A2+ (36–42) 27
Can write simple captions for pictures. (P) 38 A2+ (36–42) 29
Can write short, simple descriptive texts on familiar
topics if provided with key words and supported by
pictures. (P) 39 A2+ (36–42) 31
Can create a poster to advertise an event or product,
given a model. (P) 45 B1 (43–50) 31

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15 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 3 Natural world

GRAMMAR: was / wasn’t • Yes, they were / No, they weren’t • Were you … when …? • What were you
doing when …?

VOCABULARY: nature • extreme weather

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can understand some unfamiliar words in a short
description, if supported by pictures. (P) 31 A2 (30–35) 34
Can identify key information (e.g. places, times) from
short audio recordings, if spoken slowly and clearly.
(C2018a) 31 A2 (30–35) 38
Can identify simple information in a short video,
provided that the visual supports this information and
the delivery is slow and clear. (C2018a) 31 A2 (30–35) 40
Can identify the context of short, simple dialogues
related to familiar everyday situations. (P) 32 A2 (30–35) 37
Can identify activities occurring in the past in short,
simple dialogues. (P) 36 A2+ (36–42) 32, 36
Can follow the sequence of events in a simple story or
narrative, if told slowly and clearly. (P) 36 A2+ (36–42) 33
Can identify the main points in short talks on familiar
topics, if delivered slowly and clearly. (P) 36 A2+ (36–42) 41
Can understand most of the concrete details in
informal conversations on familiar everyday topics, if
the speakers talk slowly and clearly. (P) 37 A2+ (36–42) 32, 38, 40
Reading Can identify key information in short, simple factual
texts from the headings and illustrations. (P) 33 A2 (30–35) 34
Can identify specific information in a simple story, if
guided by questions. (P) 35 A2 (30–35) 34
Can use key words or captions to find information in a
simple text. (P) 35 A2 (30–35) 38
Can follow a simple series of written instructions to
carry out a task. (P) 36 A2+ (36–42) 39
Can understand a simple text about a past event. (P) 38 A2+ (36–42) 33
Can identify which people or objects are being
referred to in a text. (P) 38 A2+ (36–42) 34, 39
Can identify the main topic of a simple structured
text. (P) 38 A2+ (36–42) 36, 38
Can predict what a short, simple text is about from
the title, a picture etc., if guided by questions or
prompts. (P) 39 A2+ (36–42) 34
Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 38
Can make basic inferences from simple information in
a short text. (P) 40 A2+ (36–42) 36

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16 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can understand the order in which events happen
Continued (e.g. in diary entries or a story). (P) 41 A2+ (36–42) 34, 39
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 39
Speaking Can sing a simple song, if supported by pictures. (P) 22 A1 (22–29) 36
Can talk about a familiar place in a basic way. (P) 35 A2 (30–35) 32
Can describe weather conditions in their country
using simple language. (P) 36 A2+ (36–42) 37, 38, 40
Can ask where others were in the past, using was/
were, given a model. (P) 37 A2+ (36–42) 36, 40
Can talk about plans for the near future in a simple
way. (P) 38 A2+ (36–42) 38
Can make suggestions about doing common everyday
activities, using a basic fixed expression. (P) 38 A2+ (36–42) 41
Can talk about an event in the past using fixed
expressions, given a model. (P) 39 A2+ (36–42) 33, 36, 40
Can make simple arrangements to meet or do
something. (P) 39 A2+ (36–42) 37
Can ask basic questions about things that happened
in the past. (P) 40 A2+ (36–42) 33
Can say where they and others were in the past, if
supported by questions or prompts. (P) 40 A2+ (36–42) 36, 40
Can make simple predictions about the future, given a
model. (P) 42 A2+ (36–42) 37, 41
Can describe the position of things in a picture using
a range of fixed expressions (e.g. ‘in the foreground/
background’, ‘at the back’). (P) 43 B1 (43–50) 32
Can give simple instructions on how to use a device
or product. (P) 43 B1 (43–50) 34
Writing Can write words correctly using a range of letter-
sound patterns. (P) 35 A2 (30–35) 37
Can use appropriate standard greetings and closings
in simple informal personal messages (e.g. postcards
or emails). (P) 37 A2+ (36–42) 39
Can write short, simple personal emails/letters
describing future plans, given prompts or a model. (P) 46 B1 (43–50) 39

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17 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 4 All about water – Review 2

GRAMMAR: must, mustn’t (BrE) / must, must not, can’t (AmE) • In the past / These days / In the future

VOCABULARY: in the bathroom • saving water

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can understand some unfamiliar words in a short
description, if supported by pictures. (P) 31 A2 (30–35) 42
Can identify specific information in short, simple
dialogues in which speakers make arrangements to
do something, if spoken slowly and clearly. (P) 36 A2+ (36–42) 42
Can understand most of the concrete details in
informal conversations on familiar everyday topics, if 42, 47, 50,
the speakers talk slowly and clearly. (P) 37 A2+ (36–42) 52
Can guess the meaning of new words from a familiar
vocabulary set by relating them to known words in the
same set. (P) 42 A2+ (36–42) 42
Can understand simple conversations about things
that have happened in the past. (P) 42 A2+ (36–42) 46
Can understand some details in longer dialogues on
familiar everyday topics, if guided by questions or
prompts. (P) 42 A2+ (36–42) 48
Can understand the humour in a simple story. (P) 43 B1 (43–50) 42
Can recognise a range of common linking words/
phrases signalling the sequence of events in short,
simple narratives. (P) 44 B1 (43–50) 44, 46
Can understand the reasons for someone’s actions or
choices. (P) 44 B1 (43–50) 52
Reading Can extract specific information (e.g. facts and
numbers) from simple informational texts related to
everyday life (e.g. posters, leaflets). (P) 34 A2 (30–35) 49
Can identify specific information in a simple story, if
guided by questions. (P) 35 A2 (30–35) 44
Can understand the main ideas in simple
informational texts, if supported by pictures. (P) 35 A2 (30–35) 48
Can guess the meaning of unfamiliar words in short,
simple stories, if supported by pictures. (P) 37 A2+ (36–42) 44
Can identify which people or objects are being
referred to in a text. (P) 38 A2+ (36–42) 44, 49
Can identify the main topic of a simple structured
text. (P) 38 A2+ (36–42) 46
Can understand a simple text about a past event. (P) 38 A2+ (36–42) 50
Can predict what a short, simple text is about from
the title, a picture etc., if guided by questions or
prompts. (P) 39 A2+ (36–42) 43, 44, 48
Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 46, 48, 52

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18 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can make basic inferences from simple information in
Continued a short text. (P) 40 A2+ (36–42) 46
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 44, 48, 49
Can understand the order in which events happen
(e.g. in diary entries or a story). (P) 41 A2+ (36–42) 50
Speaking Can make simple requests to have or do something in
relation to common everyday activities. (P) 30 A2 (30–35) 47, 50
Can answer simple questions about habits and daily
routines. (P) 31 A2 (30–35) 42, 43
Can talk about a familiar place in a basic way. (P) 35 A2 (30–35) 42
Can ask simple questions about people or things in
their immediate surroundings or in pictures. (P) 35 A2 (30–35) 47
Can give simple feedback to a classmate. (P) 36 A2+ (36–42) 51
Can say how often they and others do common
everyday activities, using basic frequency expressions
(e.g. ‘every Monday’, ‘twice a month’). (P) 37 A2+ (36–42) 42
Can answer simple questions about their life and
experiences. (P) 37 A2+ (36–42) 43
Can ask where others were in the past, using was/
were, given a model. (P) 37 A2+ (36–42) 46
Can describe basic similarities between common
objects, given a model. (P) 38 A2+ (36–42) 42
Can make suggestions about doing common everyday 43, 50, 51,
activities, using a basic fixed expression. (P) 38 A2+ (36–42) 52
Can talk about plans for the near future in a simple
way. (P) 38 A2+ (36–42) 44, 46
Can re-tell a familiar story, given prompts or a model. (P) 39 A2+ (36–42) 44
Can talk about an event in the past using fixed
expressions, given a model. (P) 39 A2+ (36–42) 46
Can say where they and others were in the past, if
supported by questions or prompts. (P) 40 A2+ (36–42) 46
Can say how they or someone else feels, giving a brief
reason. (P) 40 A2+ (36–42) 47
Can express their opinions on familiar topics, using
simple language. (P) 41 A2+ (36–42) 52
Can briefly say why something is a problem. (P) 43 B1 (43–50) 52
Can ask questions during structured classroom
discussions. (P) 46 B1 (43–50) 51
Can invite others to give their opinions in a classroom
discussion. (P) 46 B1 (43–50) 51

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19 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Writing Can write words correctly using a range of letter-
sound patterns. (P) 35 A2 (30–35) 47
Can write short descriptive texts (4–6 sentences)
on familiar personal topics (e.g. family, animals,
possessions), given a model. (P) 35 A2 (30–35) 49, 51, 53
Can write simple facts about a topic on a planning
sheet. (P) 42 A2+ (36–42) 49
Can write a short text to explain something. (P) 44 B1 (43–50) 49
Can create a poster to advertise an event or product,
given a model. (P) 45 B1 (43–50) 49, 53

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20 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 5 Fair future

GRAMMAR: I’ll become / I won’t be a … • Will you get a job? Yes, I will. / No, I won’t. • What will you do
when you grow up? I’ll become a …

VOCABULARY: jobs • life events

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can identify key information about future plans in
short, simple dialogues. (P) 35 A2 (30–35) 55, 58, 61
Can identify specific information in short, simple
dialogues in which speakers make arrangements to
do something, if spoken slowly and clearly. (P) 36 A2+ (36–42) 54
Can understand people’s likes in informal
conversations, if the speakers talk slowly and clearly. (P) 36 A2+ (36–42) 55
Can follow the sequence of events in a simple story or
narrative, if told slowly and clearly. (P) 36 A2+ (36–42) 56
Can understand most of the concrete details in
informal conversations on familiar everyday topics, if
the speakers talk slowly and clearly. (P) 37 A2+ (36–42) 54, 62
Can understand some details in longer dialogues on
familiar everyday topics, if guided by questions or
prompts. (P) 42 A2+ (36–42) 59
Can understand simple conversations about things
that have happened in the past. (P) 42 A2+ (36–42) 60
Can understand the reasons for someone’s actions
or choices. (P) 44 B1 (43–50) 62
Can infer the meaning of simple unknown words from
familiar, concrete contexts, if there is some repetition
or rephrasing. (P) 45 B1 (43–50) 60
Reading Can identify specific information in a simple story, if
guided by questions. (P) 35 A2 (30–35) 57
Can identify which people or objects are being
referred to in a text. (P) 38 A2+ (36–42) 56, 61
Can identify the main topic of a simple structured
text. (P) 38 A2+ (36–42) 58, 60
Can predict what a short, simple text is about from
the title, a picture etc., if guided by questions or
prompts. (P) 39 A2+ (36–42) 55, 56
Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 60
Can extract factual details from a simple text. (P) 40 A2+ (36–42) 56
Can make basic inferences from simple information in
a short text. (P) 40 A2+ (36–42) 58
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 61
Can skim a short text to get a general idea of the
content. (P) 43 B1 (43–50) 60

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21 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can make basic predictions about factual text content
Continued from headings, titles or headlines. (P) 44 B1 (43–50) 60
Can understand basic problem solution relationships
in a simple structured text. (P) 46 B1 (43–50) 56
Can guess the meaning of unknown words in simple
texts from the context. (P) 46 B1 (43–50) 60
Speaking Can describe a picture showing a familiar scene
or activity using simple language, if prompted by
questions. (P) 34 A2 (30–35) 54
Can talk about activities that are happening at the
time of speaking. (P) 35 A2 (30–35) 54
Can talk about common jobs using simple language. (P) 36 A2+ (36–42) 55
Can talk about plans for the near future in a simple
way. (P) 38 A2+ (36–42) 55, 58
Can act out a short dialogue or role play, given
prompts. (P) 38 A2+ (36–42) 57
Can make suggestions about doing common everyday
activities, using a basic fixed expression. (P) 38 A2+ (36–42) 62
Can contribute to simple discussions when asked a
question by the teacher. (P) 39 A2+ (36–42) 63
Can talk about an event in the past using fixed
expressions, given a model. (P) 39 A2+ (36–42) 63
Can make simple predictions about the future, given a 55, 58, 59,
model. (P) 42 A2+ (36–42) 62
Can give simple examples to support their point in a
short talk on a familiar topic. (P) 44 B1 (43–50) 62
Can give an opinion in a structured discussion, if
guided by questions. (P) 46 B1 (43–50) 63
Can briefly say which of a selection of simple text
types they prefer and why. (P) 48 B1 (43–50) 63
Writing Can write words correctly using a range of letter-
sound patterns. (P) 35 A2 (30–35) 59, 62
Can write a very simple story, given prompts or a
model. (P) 38 A2+ (36–42) 63
Can write simple sentences about what they would
like to do or be in the future. (P) 39 A2+ (36–42) 61, 62
Can write a story, linking simple sentences together in
a sequence. (P) 41 A2+ (36–42) 63

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22 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 6 Sharing the message – Review 3

GRAMMAR: We’ve already… / We haven’t… yet. • Have you ever…? Yes, I have. / No, I haven’t. • Has he
ever…? Yes, he has. / No, he hasn’t.

VOCABULARY: film • sharing a message

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can identify specific information in short, simple
dialogues in which speakers make arrangements to
do something, if spoken slowly and clearly. (P) 36 A2+ (36–42) 64
Can understand most of the concrete details in
informal conversations on familiar everyday topics, if
the speakers talk slowly and clearly. (P) 37 A2+ (36–42) 64, 68
Can understand simple conversations about things
that have happened in the past. (P) 42 A2+ (36–42) 65, 72
Can identify basic biographical information in short
simple talks about famous people from the past, if
delivered slowly and clearly. (P) 42 A2+ (36–42) 66
Can understand some details in longer dialogues on
familiar everyday topics, if guided by questions or
prompts. (P) 42 A2+ (36–42) 69
Can guess the meaning of simple, unknown words in
short dialogues on familiar topics. (P) 42 A2+ (36–42) 70
Can get the gist of authentic recorded texts on topics
of personal interest, if delivered in clear standard
speech and supported by pictures. (P) 43 B1 (43–50) 64
Can understand the main points of a short, informal
interview on a familiar topic. (P) 43 B1 (43–50) 68
Can recognise the use of common linking words/
phrases (e.g. ‘firstly’, ‘also’) to list similar ideas in simple
talks on familiar topics. (P) 44 B1 (43–50) 69
Can understand some details in extended dialogues
on familiar everyday topics. (P) 46 B1 (43–50) 70, 74
Reading Can identify the main topic of a simple structured
text. (P) 38 A2+ (36–42) 66, 68, 70
Can identify which people or objects are being
referred to in a text. (P) 38 A2+ (36–42) 71
Can identify words and phrases from different places
in a simple text to support their answers. (P) 38 A2+ (36–42) 74
Can predict what a short, simple text is about from
the title, a picture etc., if guided by questions or
prompts. (P) 39 A2+ (36–42) 65
Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 66
Can make basic inferences from simple information in
a short text. (P) 40 A2+ (36–42) 68
Can extract factual details from a simple text. (P) 40 A2+ (36–42) 70
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 74

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23 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can identify supporting details in simple structured
Continued paragraphs on familiar topics, if guided by questions. (P) 43 B1 (43–50) 71
Can make basic predictions about factual text content
from headings, titles or headlines. (P) 44 B1 (43–50) 66, 70, 71
Can guess the meaning of unknown words in simple
texts from the context. (P) 46 B1 (43–50) 66
Speaking Can talk about activities that are happening at the
time of speaking. (P) 35 A2 (30–35) 64
Can talk about basic personal experiences, using
simple linking words. (P) 37 A2+ (36–42) 66, 68
Can talk about plans for the near future in a simple
way. (P) 38 A2+ (36–42) 66, 74, 75
Can talk about an event in the past using fixed
expressions, given a model. (P) 39 A2+ (36–42) 64, 65, 72
Can describe someone’s personality in a basic way, if
guided by prompts. (P) 39 A2+ (36–42) 66
Can talk about past events or experiences, using
simple language. (P) 41 A2+ (36–42) 68
Can express their opinions on familiar topics, using
simple language. (P) 41 A2+ (36–42) 73
Can give basic biographical information in a short talk
about another person. (P) 42 A2+ (36–42) 69, 72
Can give a brief commentary on something that is
happening at the time of speaking (e.g. a sporting
event). (P) 44 B1 (43–50) 64
Can re-tell a simple or familiar story using their own
words. (P) 44 B1 (43–50) 69, 72
Can introduce a new topic into a simple conversation
or discussion. (P) 44 B1 (43–50) 73, 75
Can give a short, simple prepared talk on a topic of
personal interest. (P) 44 B1 (43–50) 73
Can give an opinion in a structured discussion, if
guided by questions. (P) 46 B1 (43–50) 73
Can invite others to give their opinions in a discussion,
using a range of fixed expressions. (P) 49 B1 (43–50) 75

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24 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Writing Can write words correctly using a range of letter-
sound patterns. (P) 35 A2 (30–35) 69
Can write short descriptive texts (4–6 sentences)
on familiar personal topics (e.g. family, animals,
possessions), given a model. (P) 35 A2 (30–35) 73
Can write about past activities using simple language,
given a model. (P) 40 A2+ (36–42) 72
Can write short, simple texts on familiar topics in
linked sentences. (P) 40 A2+ (36–42) 75
Can write a short, simple biography of a famous
person with basic paragraph structure, given prompts
or a model. (P) 45 B1 (43–50) 71
Can describe the plot of a film or book very briefly,
using simple language. (P) 46 B1 (43–50) 69, 73

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25 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Goodbye
SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)
Listening Can understand some details in extended dialogues
on familiar everyday topics. (P) 46 B1 (43–50) 76
Reading Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 76
Can make basic inferences from simple information in
a short text. (P) 40 A2+ (36–42) 76
Can identify supporting details in simple structured
paragraphs on familiar topics, if guided by questions. (P) 43 B1 (43–50) 77
Speaking Can give a short, basic description of a special event if
guided by questions or prompts. (P) 39 A2+ (36–42) 76
Can give an opinion on a character or event in a
simple story or text they have read, if guided by
questions or prompts. (P) 40 A2+ (36–42) 77
Writing Can write short, simple personal emails/letters
describing future plans, given prompts or a model. (P) 46 B1 (43–50) 77

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26 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Celebrations
SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)
Listening Can understand how people are feeling if they use
simple language and speak slowly and clearly. (P) 31 A2 (30–35) 78
Can guess the meaning of simple, unknown words in
short dialogues on familiar topics. (P) 42 A2+ (36–42) 79, 80, 81
Can understand some details in extended dialogues
on familiar everyday topics. (P) 46 B1 (43–50) 79, 80, 81
Reading Can understand basic details in simple informational
texts (e.g. brochures, leaflets). (C2018a) 34 A2 (30–35) 80, 81
Can extract specific information in short texts on
familiar topics. (P) 39 A2+ (36–42) 78, 79
Can identify main paragraph topics in simple texts
on familiar subjects, if supported by prompts or
questions. (P) 41 A2+ (36–42) 80, 81
Speaking Can say how someone is feeling using single words, if
guided by questions or prompts. (P) 27 A1 (22–29) 78
Can ask someone simple questions about how they
are feeling. (P) 29 A1 (22–29) 78
Can make simple requests to have or do something in
relation to common everyday activities. (P) 30 A2 (30–35) 81
Can talk about plans for the near future in a simple
way. (P) 38 A2+ (36–42) 80
Can express their opinions on familiar topics, using
simple language. (P) 41 A2+ (36–42) 79
Can introduce a new topic into a simple conversation
or discussion. (P) 44 B1 (43–50) 80
Can give a short, simple prepared talk on a topic of
personal interest. (P) 44 B1 (43–50) 80
Writing Can write short descriptive texts (4–6 sentences)
on familiar personal topics (e.g. family, animals,
possessions), given a model. (P) 35 A2 (30–35) 81
Can write short, simple texts on familiar topics in
linked sentences. (P) 40 A2+ (36–42) 79
Can create a poster to advertise an event or product,
given a model. (P) 45 B1 (43–50) 81

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27 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Future skills and Grammar

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)
Listening Can follow a simple conversation between two people 82, 83, 84,
or characters, if supported by pictures. (P) 31 A2 (30–35) 85, 86, 87
Reading Can identify specific information in a simple story, if 82, 83, 84,
guided by questions. (P) 35 A2 (30–35) 87
Speaking Can make suggestions about doing common everyday
activities, using a basic fixed expression. (P) 38 A2+ (36–42) 82
Can talk about plans for the near future in a simple
way. (P) 38 A2+ (36–42) 83, 84, 87
Can say how they or someone else feels, giving a brief
reason. (P) 40 A2+ (36–42) 85, 86
Can act out a simple role-play or dialogue with correct
intonation. (P) 41 A2+ (36–42) 85
Can give an opinion in a structured discussion, if
guided by questions. (P) 46 B1 (43–50) 86
Writing Can write short descriptive texts (4–6 sentences)
on familiar personal topics (e.g. family, animals,
possessions), given a model. (P) 35 A2 (30–35) 84
Can write short, simple texts on familiar topics in
linked sentences. (P) 40 A2+ (36–42) 85, 86, 87

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28 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Progress Indicator table

Pupil’s / Student’s Book

PROGRESS INDICATOR UNITS PAGE(S)
Listening Comprehension - Inferential Unit 1, 3, 4, 5, 17, 37, 42, 55, 62, 78
Comprehension Celebrations
Listening Comprehension - Literal Welcome, Unit 4, 10,12, 14, 15,16, 20, 22,
Comprehension 1, 2, 3, 4, 5, 6, 24, 25, 28, 32, 33, 38, 40,
Celebrations, Future 41, 42, 46, 47, 48, 50, 52,
Skills 54, 56, 59, 60, 62, 64, 65,
68, 69, 70, 72, 74, 79, 80,
81, 82, 83, 84, 85, 86, 87
Listening Comprehension - Organisational Unit 4, 6 44, 46, 69
Structure
Response to Text - Information Retrieval Welcome, Unit 1, 2, 5, 6, 7, 11,18, 20, 21, 26,
(Listening) 3, 4, 5, 6, Goodbye, 30, 32, 36, 38, 42, 54, 55,
Celebrations 58, 61, 64, 76, 79, 80, 81
Reading Comprehension - Inferential Welcome, Unit 1, 2, 8, 14, 24, 36, 46, 56, 58,
Comprehension 3, 4, 5, 6, Goodbye 68, 76
Reading Comprehension - Literal Comprehension Unit 1, 2, 3, 4, 5, 6, 12, 14, 21, 22, 24, 26, 33,
Celebrations 34, 36, 38, 39, 46, 48, 50,
58, 60, 66, 68, 70, 80, 81
Response to text - Information Retrieval Welcome, Unit 1, 2, 6, 7, 8, 12, 16, 17, 22, 24,
(Reading) 3, 4, 5, 6, Goodbye, 26, 27, 34, 38, 39, 44, 46,
Celebrations, Future 48, 49, 52, 56, 57, 60, 61,
Skills 66, 70, 71, 74, 76, 77, 78,
79, 82, 83, 84, 87
Response to Text - Personal Response and Welcome 8
Evaluation (Reading)
Response to Text - Prediction (Reading) Unit 1, 2, 3, 4, 5, 6 12, 17, 22, 27, 34, 43, 44,
48, 55, 56, 60, 65, 66, 70,
71
Spoken Acts - Functional Language Unit 1, 3, 4, 5, 12, 15, 18, 41, 43, 47, 50,
Celebrations, Future 51, 52, 62, 81, 82
Skills
Spoken Acts - Responding and Evaluating Unit 1, 3, 4, 5, 15, 37, 41, 47, 51, 52, 55,
6, Goodbye, 58, 59, 62, 63, 69, 72, 73,
Celebrations, Future 77, 79, 85, 86
Skills
Spoken Acts - Transactional Language Welcome, Unit 1, 3, 7, 14, 15, 18, 37, 43, 78
4, Celebrations
Spoken Production - Genre and Conversation Unit 3, 6 34, 64, 69, 72
Style
Spoken Production - Complexity of Speech Welcome, Unit 1, 2, 4, 10, 11, 19, 20, 26, 29,
3, 4, 6 32, 42, 64, 65, 72

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29 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

PROGRESS INDICATOR UNITS PAGE(S)

Spoken Production - Organisational Structure Welcome, Unit 1, 2, 8, 18, 19, 20, 21, 22, 24,
4, 5 28, 29, 30, 42, 62
Written Accuracy and Appropriacy - Register Unit 3 39
Written Product - Genre, Style and Text Type Unit 1, 2, 4, 6, 17, 29, 31, 49, 53, 69, 71,
Celebrations 73, 81
Written Product - Structure, including Coherence Unit 5 63
and Cohesion
Written Product - Text Complexity Welcome, Unit 1, 2, 9, 17, 19, 27, 31, 39, 49,
3, 4, 5, 6, Goodbye, 51, 53, 61, 62, 63, 72, 73,
Celebrations, Future 75, 77, 79, 81, 84, 85, 86,
Skills 87

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30 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Activity Book / Workbook tables

Welcome
SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Reading Can understand information about someone’s
personal details in a simple paragraph or short text. (P) 35 A2 (30–35) 2
Writing Can write simple sentences using familiar words, given
prompts. (P) 30 A2 (30–35) 2
Can write a short description of a trip or event. (P) 43 B1 (43–50) 3

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31 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 1 Let’s stay healthy

SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Listening Can understand people’s likes in informal
conversations, if the speakers talk slowly and clearly. (P) 36 A2+ (36–42) 8
Can extract factual information from short, simple
dialogues or stories about past events if spoken slowly
and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 5
Can understand a limited range of basic language
related to common symptoms and illnesses. (P) 39 A2+ (36–42) 10
Reading Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 8
Can follow simple stories with basic dialogue and
simple narrative. (P) 35 A2 (30–35) 7
Can understand the correct sequence of events in a
simple story or dialogue. (P) 37 A2+ (36–42) 6
Can understand the main points in simple descriptive
texts on familiar topics. (P) 39 A2+ (36–42) 9
Speaking Can say what their favourite part of a story is and
explain why in a simple way. (P) 40 A2+ (36–42) 6
Can give simple advice, using fixed expressions. (P) 43 B1 (43–50) 7, 10
Writing Can write basic, single-clause sentences, given a
model. (P) 29 A1 (22–29) 6, 10
Can write short, simple texts about topics of personal
relevance, given prompts or a model. (P) 38 A2+ (36–42) 11
Can write about past activities using simple language,
given a model. (P) 40 A2+ (36–42) 5
Can write simple facts about a topic on a planning
sheet. (P) 42 A2+ (36–42) 9
Can write short, simple structured paragraphs on
familiar topics, given prompts or a model. (P) 43 B1 (43–50) 9, 11

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32 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 2 Let’s be green – Review 1

SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Listening Can identify specific information in short, simple
dialogues, if there is some repetition and rephrasing. (P) 34 A2 (30–35) 13
Can understand simple comparisons between two
places, if spoken slowly and clearly. (P) 35 A2 (30–35) 13
Can extract factual information from short, simple
dialogues or stories about past events if spoken slowly
and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 16, 20
Reading Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 16
Can follow simple stories with basic dialogue and
simple narrative. (P) 35 A2 (30–35) 14
Can understand the correct sequence of events in a
simple story or dialogue. (P) 37 A2+ (36–42) 14
Can understand the main ideas in short, simple
stories on familiar topics. (P) 38 A2+ (36–42) 21
Can understand the main points in simple descriptive
texts on familiar topics. (P) 39 A2+ (36–42) 17
Can understand basic opinions related to familiar
topics, expressed in simple language. (P) 41 A2+ (36–42) 15
Speaking Can talk about a familiar place in a basic way. (P) 35 A2 (30–35) 12
Can make simple, direct comparisons between two
people or things using common adjectives, given a
model. (P) 38 A2+ (36–42) 18
Can say what their favourite part of a story is and
explain why in a simple way. (P) 40 A2+ (36–42) 14
Can talk about past events or experiences, using
simple language. (P) 41 A2+ (36–42) 20
Writing Can write basic sentences describing everyday items
(e.g. colour, size), given prompts or a model. (P) 28 A1 (22–29) 12
Can write a short, simple description of a familiar
place e.g. room, house, or apartment. (P) 37 A2+ (36–42) 13
Can write a very simple story, given prompts or a
model. (P) 38 A2+ (36–42) 14
Can make simple comparisons between people,
places or things. (P) 40 A2+ (36–42) 13, 18
Can write a short description of an event they have
taken part in, or are familiar with, given a model. (P) 41 A2+ (36–42) 21
Can write simple facts about a topic on a planning
sheet. (P) 42 A2+ (36–42) 17
Can write short, simple structured paragraphs on
familiar topics, given prompts or a model. (P) 43 B1 (43–50) 17, 19

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33 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 3 Natural world

SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Listening Can understand the main information in short, simple
dialogues about familiar activities, if spoken slowly
and clearly. (P) 35 A2 (30–35) 23
Can extract factual information from short, simple
dialogues or stories about past events if spoken slowly
and clearly and guided by questions or prompts. (P) 39 A2+ (36–42) 26
Reading Can understand the correct sequence of events in a
simple story or dialogue. (P) 37 A2+ (36–42) 24
Can understand a simple text about a past event. (P) 38 A2+ (36–42) 27
Speaking Can describe weather conditions in their country
using simple language. (P) 36 A2+ (36–42) 25
Can say what their favourite part of a story is and
explain why in a simple way. (P) 40 A2+ (36–42) 24
Writing Can write basic, single-clause sentences, given a
model. (P) 29 A1 (22–29) 24, 28
Can write correctly structured questions with question
marks. (P) 35 A2 (30–35) 23, 28
Can write a very simple story, given prompts or a
model. (P) 38 A2+ (36–42) 22
Can write simple sentences about what they would
like to do or be in the future. (P) 39 A2+ (36–42) 29
Can write short, simple personal emails/letters about
familiar topics, given prompts or a model. (P) 40 A2+ (36–42) 27
Can write simple sentences about future plans using
fixed expressions. (P) 40 A2+ (36–42) 29
Can write a short description of an event they have
taken part in, or are familiar with, given a model. (P) 41 A2+ (36–42) 23
Can write simple facts about a topic on a planning
sheet. (P) 42 A2+ (36–42) 27

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34 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 4 All about water – Review 2

SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Listening Can identify key information about future plans in
short, simple dialogues. (P) 35 A2 (30–35) 34
Can understand the main information in short, simple
dialogues about familiar activities, if spoken slowly
and clearly. (P) 35 A2 (30–35) 38
Can follow the sequence of events in a simple story or
narrative, if told slowly and clearly. (P) 36 A2+ (36–42) 31
Reading Can follow a simple dialogue about familiar, everyday
activities. (P) 31 A2 (30–35) 38
Can identify specific information in a simple story, if
guided by questions. (P) 35 A2 (30–35) 32
Can understand the main ideas in short, simple
stories on familiar topics. (P) 38 A2+ (36–42) 35
Can understand a simple text about a past event. (P) 38 A2+ (36–42) 36
Speaking Can describe their daily routines in a simple way. (P) 30 A2 (30–35) 30
Can make simple requests to have or do something in
relation to common everyday activities. (P) 30 A2 (30–35) 33, 36
Can talk about an event in the past using fixed
expressions, given a model. (P) 39 A2+ (36–42) 33, 38
Can say what their favourite part of a story is and
explain why in a simple way. (P) 40 A2+ (36–42) 32
Can ask basic questions about things that happened
in the past. (P) 40 A2+ (36–42) 38
Writing Can write simple sentences about what they or other
people can or can’t do. (P) 29 A1 (22–29) 31
Can write simple sentences about what they would
like to do or be in the future. (P) 39 A2+ (36–42) 37
Can write simple facts about a topic on a planning
sheet. (P) 42 A2+ (36–42) 35
Can write a short list of instructions for using or doing
something (e.g. playing a game), given a model. (P) 42 A2+ (36–42) 35, 37
Can write a simple story in the form of a dialogue
between characters. (P) 43 B1 (43–50) 32

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
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35 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 5 Fair future

SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Listening Can identify key information about future plans in
short, simple dialogues. (P) 35 A2 (30–35) 41
Can understand some details in longer dialogues on
familiar everyday topics, if guided by questions or
prompts. (P) 42 A2+ (36–42) 44
Reading Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 40, 44
Can understand the correct sequence of events in a
simple story or dialogue. (P) 37 A2+ (36–42) 42
Can understand the main ideas in short, simple
stories on familiar topics. (P) 38 A2+ (36–42) 42, 45
Speaking Can talk about common jobs using simple language. (P) 36 A2+ (36–42) 40
Can say what their favourite part of a story is and
explain why in a simple way. (P) 40 A2+ (36–42) 42
Can make simple predictions about the future, given
a model. (P) 42 A2+ (36–42) 43, 46, 47
Writing Can write simple sentences about what they would 41, 43, 45,
like to do or be in the future. (P) 39 A2+ (36–42) 47
Can write simple sentences about future plans using
fixed expressions. (P) 40 A2+ (36–42) 42
Can write simple facts about a topic on a planning
sheet. (P) 42 A2+ (36–42) 45

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
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36 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Unit 6 Sharing the message – Review 3

SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Listening Can understand simple conversations about things
that have happened in the past. (P) 42 A2+ (36–42) 49
Can understand some details in longer dialogues on
familiar everyday topics, if guided by questions or
prompts. (P) 42 A2+ (36–42) 52, 56
Reading Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 52
Can identify basic biographical information in short
simple texts about other people. (P) 37 A2+ (36–42) 53
Can understand the main ideas in short, simple
stories on familiar topics. (P) 38 A2+ (36–42) 50
Can scan a simple text to find specific information. (P) 41 A2+ (36–42) 57
Speaking Can talk about an event in the past using fixed
expressions, given a model. (P) 39 A2+ (36–42) 54
Can say what their favourite part of a story is and
explain why in a simple way. (P) 40 A2+ (36–42) 50
Can express their opinions on familiar topics, using
simple language. (P) 41 A2+ (36–42) 48, 50
Can make simple predictions about the future, given a
model. (P) 42 A2+ (36–42) 50, 56
Can re-tell a simple or familiar story using their own
words. (P) 44 B1 (43–50) 51
Writing Can write correctly structured questions with question
marks. (P) 35 A2 (30–35) 51, 54
Can write simple sentences about what they would
like to do or be in the future. (P) 39 A2+ (36–42) 57
Can write about past activities using simple language,
given a model. (P) 40 A2+ (36–42) 49, 55
Can write simple facts about a topic on a planning
sheet. (P) 42 A2+ (36–42) 53
Can write a short, simple biography of a famous
person with basic paragraph structure, given prompts
or a model. (P) 45 B1 (43–50) 53
Can describe the plot of a film or book very briefly,
using simple language. (P) 46 B1 (43–50) 54

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37 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Goodbye
SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Reading Can identify supporting details in simple structured
paragraphs on familiar topics, if guided by questions. (P) 43 B1 (43–50) 59
Speaking Can give basic information about an event (e.g. party
or school event) using simple language. (P) 36 A2+ (36–42) 59
Can ask for basic information about an event (e.g. a
concert or football match), using simple language. (P) 38 A2+ (36–42) 59
Writing Can write correctly structured questions with question
marks. (P) 35 A2 (30–35) 58

Celebrations
SKILL GSE DESCRIPTORS GSE CEFR PAGE(S)
Reading Can follow a simple dialogue about familiar, everyday
activities. (P) 31 A2 (30–35) 61
Can understand the correct sequence of events in a
simple story or dialogue. (P) 37 A2+ (36–42) 60, 61
Writing Can write words correctly using a range of letter-
sound patterns. (P) 35 A2 (30–35) 60, 61

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Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].
38 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

Progress Indicator table

Activity Book / Workbook

PROGRESS INDICATOR UNITS PAGE(S)
Listening Comprehension - Literal Unit 1, 2, 3, 4, 5, 6 10, 13, 23, 31, 38, 44, 49,
Comprehension 52, 56
Listening Comprehension - Inferential Unit 1 8
Comprehension
Response to Text - Information Retrieval Unit 1, 2, 3, 4 5, 13, 16, 20, 26, 34
(Listening)
Response to Text - Information Retrieval Unit 4, 6, Goodbye 32, 53, 57
(Reading)
Reading Comprehension - Literal Comprehension Welcome, Unit 1, 2, 2, 6, 7, 8, 9, 14, 15, 16, 17,
3, 4, 5, 6, Goodbye, 21, 24, 27, 35, 36, 38, 40,
Celebrations 42, 44, 45, 50, 52, 60, 61
Spoken Acts - Functional Language Unit 1 7, 10
Spoken Acts - Responding and Evaluating Unit 1, 2, 3, 4, 5, 6 6, 14, 24, 32, 42, 43, 46,
47, 48, 50, 51, 56
Spoken Acts - Transactional Language Goodbye 57
Spoken Acts - Functional Language Unit 4 33, 36
Spoken Processes and Strategies - Participatory Unit 4 38
Spoken Production - Complexity of Speech Unit 2, 3, 4, 5, 6, 12, 20, 25, 30, 33, 38, 40,
Goodbye 54, 57
Spoken Production - Organisational Structure Unit 2 18
Writing Accuracy and Appropriacy - Spelling and Celebrations 60, 61
Punctuation
Written Product - Genre, Style and Text type Unit 3, 4, 6 27, 32, 35, 37, 53, 54
Written Product - Structure, including Coherence Unit 3, 6, Goodbye 23, 28, 51, 54, 56
and Cohesion
Written Product - Text Complexity Welcome, Unit 1, 2, 2, 3, 5, 6, 9, 10, 11, 13, 14,
3, 4, 5, 6 17, 19, 21, 22, 23, 24, 28,
29, 31, 37, 41, 42, 43, 45,
47, 49, 55, 57
Text Development and Writing Process - Text Unit 2 13, 18
Development Strategies

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39 Rise and Shine • Level 6 • GSE Teacher Mapping Booklet

References
Board of Regents of the University of Wisconsin System (2012), Amplification of The English Language
Development Standards KINDERGARTEN–GRADE 12 (“WIDA ELD Standards”). Retrieved 27.11.2017
from https://wida.wisc.edu.
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching,
assessment. Cambridge: Cambridge University Press.
North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York:
Peter Lang.
Schneider, G., North, B. (1999) „In anderen Sprachen kann ich . . .“ Skalen zur Beschreibung, Beurteilung
und Selbsteinschätzung der fremdsprachlichen Kommunikationsfähigkeit. Berne, Project Report, National
Research Programme 33, Swiss National Science Research Council.
Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger.

Copyright © 2021 by Pearson Education, Inc. Photocopying for classroom use is permitted © The copyright of the Can Do statements taken from the Common European
Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].