Secondary
DOWNLOAD SAMPLE CONTENT
Time to Shine
Time to Shine! With a unique learning and assessment journey at its heart, Shining Lights provides the tools and foundations for learners to explore their full potential and stand out in academic studies, exam performance and life.
Assessment Confidence: Light up future potential with Official Exam Preparation. Communicative Competence: Build oracy skills to develop confident communicators. Critical and Creative Thinking: Analyse real world issues to discover and debate solutions.
Lifelong, Independent Learning: Spark curiosity to unlock a lifetime of learning.
Mental Resilience and Well-being: Develop self-confidence and inspire a growth mindset. Lead and Excel: Set your learners apart so they stand out and shine in exams and their future careers.
Cambridge English Scale
Shining Lights level C1+ / Level 7 C1 / Level 6 B2+ / Level 5 B2 / Level 4 B1+ / Level 3 B1 / Level 2 A2 / Level 1 A1 / Starter
Cambridge English Qualification
180 and above
C1 Advanced
160–179
B2 First for Schools
140–159
B1 Preliminary for Schools
120–139 100–119
A2 Key for Schools
Learn more about your potential with the Shining Lights Digital Pack.
Includes mobile-friendly, bite-sized activities on any device!
Student’s Book with Interactive eBook
STARTER
A1 David McKeegan Helen Tiliouine
cambridge.org/shininglights
Time to shine!
Shining Lights provides official exam preparation for A2 Key for Schools, B1 Preliminary for Schools, B2 First for Schools and C1 Advanced.
A1–C1 and above
With a unique learning and assessment journey at its heart,
Engage and motivate your class • Oracy skills such as listening attentively, recognising key messages, responding appropriately and communicating through speech or body language are clearly set out and developed in every unit. • With a Problem-based Learning approach embedded in the course students are empowered to work together to find solutions to open ended issues and to engage others in their decision making. • All the Cambridge Life Competencies are developed in this highly communicative course – with a spotlight on tasks that build critical and creative thinking, collaboration and learning to learn.
Shining Lights is a dynamic, blended course for secondary school students which provides the tools and foundations for learners to explore their full potential and stand out in academic studies, exam performance and life. Shining Lights is underpinned by four pillars: Integrated Learning and Assessment, Problem- based learning, Oracy and Life Competencies. • Build exam confidence with official preparation for Cambridge Exams. • Get students thinking critically and creatively, as they analyse real world issues, debate and discover solutions. • Develop confident communicators and improve your learners’ oracy skills. • Spark curiosity and unlock a lifetime of independent learning. • Inspire a growth mindset and explore ways to improve mental resilience and well-being.
Authors: Jo Cummins, Emma Heyderman, Niamh Humphreys, Clare Kennedy, David McKeegan, David Petrie, Colin Sage, Melissa Thompson, Helen Tiliouine, Daniel Vincent Levels: 8, Beginner to Advanced Teaching hours: 80, extendable to 160
These exams support your learners to improve their English step by step and are trusted by thousands of organisations worldwide. They are available in digital and paper-based format. cambridgeenglish.org/schools
Make the most of every moment of learning
UNIT 1 ALL TOGETHER NOW
VOCABULARY WHERE WE LIVE 1
1.1 Go to the digital activity. Match the words to the photos. Listen, check and repeat. culturally diverse local facilities outskirts overcrowded pedestrian zone residential rural suburbs transport links urban Vocabulary reference page 16 2 PRONUNCIATION Go to the digital pronunciation activity. 3 Choose two words or phrases from Exercise 1 to match each of the descriptions 1–5. 1 I like where I live because there are people from all over the world. However, the town centre is always too busy and it can be difficult to move around. 2 There are only houses in the part of town where we live; there are no offices. We live about 20 minutes from the city centre, so my parents drive in every day for work. 3 There aren’t many public buildings where I live, and it takes me 20 minutes to cycle to the library or the doctor’s. But that’s because we live on the edge of town, I guess. 4 I don’t mind living in a city because everything is really close. One good thing is that the council has just created a car-free area on the main shopping street, where vehicles are banned. 5 Our house is in the country, and we don’t have any neighbours, apart from the sheep! It’s nice here, but there are no buses or trains, so if you want to go anywhere, you really need a car.
LEARNING AIMS Skills: locate specific information in a text
THE CHALLENGE People say we are losing our sense of community. You will: • Stage 1 Think: identify issues people have in forming and maintaining communities. • Stage 2 Prepare: research one specific community that faces issues. • Stage 3 Develop: suggest and evaluate possible solutions for that community. • Stage 4 Present: present your solutions to the class.
• Integrating learning and assessment in Shining Lights creates a seamless journey with a strong focus on exam success, building life-long habits and developing the skills students need to be future-ready, confident world citizens. • Teachers have full support to co-ordinate and facilitate each student’s learning environment – with access to rich visual data insights across classes and groups. • Students are directed to personalised skills practice which is tailored to their precise level and individual needs ensuring they maintain motivation and a level of challenge.
Grammar: learn and practise the present simple and the present continuous, present participle clauses and ways to modify comparatives and superlatives Vocabulary: learn and practise words and phrases to talk about where you live, and community and connection Critical thinking: analyse arguments, and understand opinions and attitudes Exam practice: Speaking Part 2, Writing Part 2, Listening Part 3
4 Rewrite the sentences in Exercise 3 to include the words in Exercise 1. 5 Write about an area you know, but do not name the place. Use as many words from Exercise 1 as possible. Read your description to a partner and ask them to guess the place. 6 Read the statements and decide how much you agree with them. Rank them from 1 (completely disagree) to 5 (completely agree). • Towns and cities should increase the number of pedestrian zones. • There should be more parks and green spaces in urban areas. • Urban areas should receive more government money than rural areas because more people live there. • More housing should be built in rural areas to reduce overcrowding in towns and cities. • Good transport links cost a lot of money and are not needed when everybody can use cars instead. 7 Work in small groups. Discuss whether you agree or disagree with the statements in Exercise 6. Prepare 1 Form groups of three or four people. 2 Choose a group of people who face issues around forming and/or maintaining a community. 3 Plan how you will learn more about the issues faced by the people you have chosen, and how you will look for solutions. 1 2 3 4 CHALLENGE
1 Look at the photo. In pairs, discuss the questions. 1 What type of community does it show? 2 What other types of community can you think of? 2 Watch the video. Does
CHALLENGE
1 2 3 4
Think Discuss the questions with a partner.
it mention any of the types of community you thought of in Exercise 1? 3 Watch the video again and answer the questions.
01
1 What do you think ‘a sense of community’ is? 2 Why do people form communities? How does modern life influence different communities? 3 What things cause problems for communities?
1 What different types of community are mentioned? 2 Why do people think communities are changing? 3 What different types of community are you part of?
Documentary
Grammar
Speaking
| 7
8 | UNIT 1 ALL TOGETHER NOW
48 | Secondary
Made with FlippingBook Online newsletter maker