CLIL Key structures UNITS Knowledge Creativity Literacy ... · Knowledge Creativity Literacy Key...

UNITSCLIL

✹ Knowledge ✹ Creativity ✹ Literacy

Key structures

Phonics

Welcome!page 25

˜ I think it’s a … . It’s got … .

˜ It’s before/after … .

˜ You can … . There is/are … . What’s … ?

All together now page 32

✹ Contrasting children’s lives

✹ City photography

✹ Inference; planning and writing

a description

˜ Present Simple: I (don’t) like, he likes, she doesn’t play

Does he (go sailing)? What/Where does … ?

˜ There’s a … . / There are … . / Are there any … ?

˜ Alternative spellings for ee ˜ green, me, beach

Waterworldpage 56

✹ The life cycle of a frog

✹ Monet’s water gardens

✹ Collecting information;

writing a report

˜ Prepositions: around, on, over, under

˜ There is/are/aren’t - a/some/any

˜ Present Simple: Froglets don’t lay eggs, but frogs do.

˜ Final spellings: er, ar, or ˜ teacher, popular, visitor

Material worldpage 80

✹ Properties of materials✹ Jewellery✹ Describing an action;

writing an additional scene

˜ It’s made of … . / The … are made of … .˜ Can you (cut) it? I can (cut) (leather). ˜ Present Simple questions: Is it made of (silver)?

Do you wear it on your (finger)?

˜ Alternative spellings for ie ˜ five, my, island, light

Expeditions page 104

✹ Countries and their natural features

✹ Map drawing

✹ Imagining scenery;

writing a postcard

˜ I’m going to … . We’re not going to … . Are they going to … ?

˜ Where/Who/When/What are you going … ?

˜ I need a … but I don’t need a … .

˜ Alternative spellings for f ˜ fish, laugh, photo

Mythical creaturespage 128

✹ Creatures from Greek mythology

✹ Describing and inventing dragons

✹ Writing introductory paragraphs

for narratives

˜ Past tense of to be: Was it a … ? Were they … ?

There was … . There were … .

˜ Alternative spellings for ai

˜ rain, snake, day

Incredible inventions page 152

✹ Thomas Edison and Ada Lovelace

✹ Leonardo da Vinci’s blueprints

✹ Describing problems and a process

˜ Past tense: He was the inventor of … . She was born in … .

˜ Did she invent a … ? He didn’t live in France.

˜ When/Where/What/Who did … ?

˜ Pronunciation of ed endings ˜ talked, lived, wanted

Life at seapage 176

✹ Life on board a ship

✹ Drawing pirates

✹ Writing a fictional biography

˜ Past tense: The ship had / didn’t have … .

She wore … . He ate … .

˜ Did you sleep … ? They laughed.

˜ Alternative spellings for oa ˜ coat, rope, no

Plugged inpage 200

✹ Comparing modern and

traditional classrooms

✹ Designing gadgets

✹ Writing a newspaper report

˜ What do you use a computer for?

˜ Can/can’t / could/couldn’t

˜ Past tense: She sent me an email.

Did you (do the school work)?

˜ Single and double consonants ˜ ff, ll, mm, nn, ss

Festivalspage 224

˜ I think it’s bad luck to … .

˜ The monkey was ninth, she was loud.

˜ Who/What/Where/What/How/Why

2

3

4

5

6

7

8

Methodology and unit walk-through page 10

Teaching and Learning materials page 4

Key vocabularyCultural focus

Functional language

˜ Alphabet, Numbers, Ordinal numbers

˜ IT activities (download a game, surf the net, write a blog…)

˜ I don’t know ˜ I don’t understand

˜ Buildings in a city (bank, restaurant, university, flat… )

˜ Routines (do homework, go to bed, play with friends)

˜ Activities (games, skiing, riding, camping, sailing, cooking…)

˜ The Scouts

˜ Language for getting into groups: Come with us. Can I sit here?

What’s the name of your group? I’m in a new group.

˜ Living and non-living things (grass, bamboo, water lily, beetle,

pondweed, snail, dragonfly…)

˜ Life cycle (breathe, lay, eat, become, live, lungs, gills, tadpoles…)

˜ The Serpentine in Hyde Park

˜ Language for observing nature: Can you hear that? What is it?

I think it’s a … . Look! There’s a … .

˜ Materials (metal, wood, fabric, glass, leather, silver…)

˜ Properties (see through, burn, tear, shatter, bend, fold…)

˜ Jewellery (brooch, bracelet, ring, earring, gold…)

˜ Recycling schedules

˜ Language for recycling: Where does this (tin) go?

The (red) bin’s full. Put it in the (metal) recycling bin.

˜ Equipment (ropes, tent, torch, sleeping bag, rucksack…)

˜ Landscape (desert, mountains, sand dune, crater…)

˜ Places (Switzerland, Germany, Pacific Ocean, Lake District…)

˜ Australian landmarks

˜ Language for train travel: The train leaves from platform … .

Tickets, please! What time does it leave? How much is a single ticket?

˜ Countries (China, Ethiopia, Australia, Iran, Mexico)

˜ Animals (dragon, lion, horse, snake, monster, bird)

˜ Animal body parts (horns, wings, feathers, tongue, fins, claws…)

˜ The legend of King Arthur

˜ Language for describing a theme park: There were some fantastic rides.

It was so scary. The best ride of all was the … . That was brilliant.

˜ Inventions (printing press, light bulb, computer program…)

˜ Vehicle parts (wings, blades, mirror, solar panel, parachute…)

˜ Dates (1847, 1400, 3rd March…)

˜ School science competitions

˜ Language for describing gadgets: It’s a … for my bedroom. Turn it off.

How does it work? Turn it down. The (red) button doesn’t work.

˜ Parts of a ship (cabin, masts, deck, crow’s nest, sails…)

˜ Clothes (trousers, hat, wig, turban, tunic…)

˜ Facial features (hair, beard, long, curly…)

˜ Captain Cook

˜ Language for sharing opinions: What did you think? Did you like it?

He was brilliant. I loved it. No way!

I think his last film was better. I don’t think so.

˜ Computer parts (keyboard, mouse, screen, webcam, speakers…)

˜ Functions (have video chats, print, make music, play games…)

˜ Internet use (websites, download a film/music, send an email…)

˜ Internet use

˜ Language for using a computer: Do a presentation.

I couldn’t open the attachment. Double click on the icon.

The computer crashed. Did you save your document?

I copied my document onto a pen drive.

˜ Personality (proud, kind, sensitive, independent, shy…)

˜ Ordinal numbers

˜ Describing books (characters, settings, adjectives…)

˜ Chinese New Year

˜ World Book Day

Activity Bank page 17 Bank page 22

Key Competences page 16

al focus

80

Vocabulary Structures Recycled Language

Materials: bamboo, fabric, glass, gold, leather,

metal, paper, plastic, silver

Properties of materials: bend, burn, cut,

fold, see through, shatter, tear

Jewellery: bracelet, brooch, earring, jewel,

ring, stone

Present Simple: It’s made of (silver).

Is it made of (leather)?

Do you wear it on your (finger)?

!e (bottles) are made of (glass).

Can you (cut) it? I can (cut) leather.

Functional language: Where (does)

this (tin) go? !e (red) bin’s full.

Put it in the (metal) recycling bin.

FurnitureParts of the bodyDays of the week

Cultural Strand

Language Objectives:

To learn the language for recycling.

To understand and talk about

a recycling schedule in the UK.

Creative StrandCLIL Objective: To design a piece of jewellery.Language Objectives:To learn the words for jewellery.To describe a jewel using the structure

It is made of (leather).

Knowledge StrandCLIL Objective: To learn about the properties of di!erent materials.Language Objectives: To learn the words for common materials.To learn the words to describe the properties of materials.To learn the words for the parts of a chair.To learn the structure Can you (bend) it?

Literacy StrandCLIL Objectives: To describe an action.

To write an extra scene.

Language Objectives:To learn alternative spellings for the ie sound.

To write an additional scene in a story.

To learn adjectives for describing

and comparing materials.

Functional Strand

Language Objectives:

To learn the functional

language related to sorting

material for recycling into

di!erent categories.

To talk about di!erent

recycling routines at home

and at school.

Material world

Materialworld

Unit 3 Overview

81

Skills ObjectivesListening: To understand conversations about materials

and recycling. To isolate words with the same ie sound in

the story.

Reading: To read and understand a Venn diagram and

a crossword, and short texts about materials. To read

descriptions of jewellery. To read a story and answer

comprehension questions.

Writing: To describe a bedroom and a piece of jewellery.

To write crossword clues. To spell words containing the ie

sound.

Speaking: To talk about materials and how we can

recycle them. To describe action scenes in a story.

Teacher’s i-book i-book

Use the Richmond i-tools to complete

the activities with the children on the IWB.

Activities in Lead-in

Speaking

and i-poster

i-flashcards

provide

a digital alternative to introduce the children

to the lesson.

Activities with +

beside the rubric o!er

an additional interactive activity to reinforce

the activity content:

Lesson 3: activity 2




Lesson 9: grammar

provides extra interactive practice which can be

used for Fast Finishers or as a Wrap-up activity.

Alternatively, it can be used as homework:

Lesson 2: knowledge

Lesson 4: functional

Lesson 6: phonics

Lesson 7: literacy

Lesson 8: literacy

Audiovisual material:

Lesson 2: Are you green?

Lesson 5: How do they make … ?

provides a visual grammar presentation:

Lesson 9: review

Use the Vocabulary Game Generator to create

your own interactive games to review the key

vocabulary from the unit at any time.

For ideas on how to exploit the course resources, see our Activity Bank: pages 17-24.

Assessment Criteria Children can talk and write about materials.

Children can describe jewellery and furniture.

Children can spell the words with the ie sound.

Children can use a wide range of adjectives and

can classify words into actions and objects.

Children can understand a story and add a new scene

to the story.

Optional Resources

Teacher's Resource Book Photocopies:

Lesson 1: page 43, Listening

Lesson 4: page 35, Writing

Lesson 5: page 51, Speaking

Lesson 6: page 61, Phonics

Lesson 7: page 27, Reading

Lesson 9: pages 11-12, Language

Evaluation: pages 79-80 or 81-82, Unit 3 test

Extras/Realia

Lesson 2: small samples of di!erent materials

Lesson 3: two or three pieces of jewellery or a

jewellery catalogue

Lesson 4: plastic bottles, old newspapers, fizzy drink

can, clear jam jar and any other material for recycling

Lesson 7: plastic beads, plasticine or modelling clay,

old costume jewellery for making a kaleidoscope jewel

Lesson 9: dice

SCCSocial and Civic Competences:Children are introduced to di!erent recyclable household items.

LC Linguistic Competence: Children become familiar with vocabulary related to materials,

properties of materials, jewellery and language for recycling.

CAE Cultural Awareness and Expression: Children develop their creativity and imagination to design

a piece of jewellery.

MST Competence in Maths, Science and Technology: Children apply mathematical skills by doing a report on the classroom.

"ey also interpret a dice number code and a Venn diagram.

LL Learning to Learn: Children apply learning techniques by classifying the vocabulary

of the story into materials, actions and objects.

DC Digital Competence: Children work together on the unit content using the IWB.

"ey further practise the unit content individually.

IE Sense of Initiative and Entrepreneurship:Children become aware of the importance of coping with stress

and finding solutions.

Key Competences

82

Key competences continuous assessment

Check if children:

1 Are able to follow the listening to do the activity.

2 Are able to classify objects in a table.

3 Are able to write a short text about the things

in their bedroom.

MST

LC Children improve their listening skills in the context of materials and answer the questions about the parts of a chair.

MST Children apply mathematical skills by doing a report

on the classroom and classifying the things that have

components made of each material in a table.IE

Children show initiative in writing about the things

in their bedroom and what they are made of.

IE

LC

Lesson 1

1

1.24

Listen and answer the questions.

2

Do a report on the classroom.

The chairs are made of … .

The window is made of … .

27Materials, Parts of a chair | … is/are made of ... .

leg

arms

back

seat

Material world3 Material world❯ How many objects in the classroom

can you name?

❯ How many different materials can you see?

What’s the most common material?

I wonder...

3

Write about the things in your bedroom.

In my bedroom, the table

is made of … .

The shelves are made of … .

1

4

2

3

83

CLIL ObjectiveTo understand a listening activity about di�erent materials

and parts of a chair.

Language ObjectivesTo introduce the words for common materials: fabric,

glass, leather, metal, paper, plastic, wood

To introduce the words for the parts of a chair: arms,

back, legs, seat

To introduce the Present Simple passive structure:

!e (chairs) (are) made of (wood).

To revise words for furniture.

Lead-in 1.23 Display the flashcards and say the names of the materials.

Tell the children to take the flashcards and place them on or near

objects of that material in the classroom. Display the poster. !e

children match the word cards with the poster. Explain that all

materials come from an animal, a plant or a mineral and give them

some examples. Play the audio and the children answer the questions.

(See transcript page 102.)

i-book Open the i-flashcards and say the names of the materials.

Then, open the i-poster. Children practise the materials vocabulary

dragging the words to the correct place. Explain that all materials

come from an animal, a plant or a mineral and give them some

examples. Play the audio and the children answer the questions orally.

For further practice, describe one of the items on the poster, and ask

the children to circle it using the Richmond i-tools.

1 Ask the I wonder questions.

1.24 Listen and answer the questions. Teach the names

of the parts of the chair. !en, ask what material each part of their

chair is made of. Look at the pictures in the book and ask the

children what they think the chairs are made of. Play the audio.


Answers:

4, 1, 3, 2

2 Do a report on the classroom. !e children copy the chart

into their notebooks and write the things in the classroom that

have components made of each material. !en, individual children

explain their charts.

3 Write about the things in your bedroom. !e children write

about their bedroom using the model as a guide.

Fast Finishers!e children draw a picture of their bedroom labelling the

di"erent materials.

Wrap-upPlay I spy. Say: I spy with my little eye, something beginning with

(W). !e children ask yes/no questions about the materials:

Is it made of glass?

Materials

– Teacher's i-book – Flashcards for Unit 3

– CD 1 – Poster for Unit 3

Optional ResourcesTeacher’s Resource Book, page 43, Listening.

Activity Book

Unit 3, page 25, Lesson 1. See page 240 for answer key.

Initial Evaluation Check if the children can:

Name the materials introduced in the lesson.

Name the parts of a chair.

Look at a common object and say what it is made of using

the structures presented in the lesson.

Unit 3 Lesson 1

84


Check if children:

1 Learn the new vocabulary through the song.

2 Use their imagination and creativity to invent

new verses of the song.

3 Understand the various properties of materials.

LC

LC Children increase their knowledge of vocabulary

related to materials and their properties through

a song.

CAEChildren show their imagination and creativity

when inventing new verses of the song.

MSTChildren develop their understanding of materials

and their properties.

CAE

MST

28

UNIT 3 Lesson 2

1

1.25

Listen and find the materials. Then, sing the song.

Properties of materials | Materials, Properties | Can you … it? You can/can’t … .practiceMorepracticeMore

2

Write your own verse with a classmate.

Then, sing your verse.

3

Choose two materials and write riddles.

You can … it and … it and … it,

but you can’t … it. What is it?

❯ Find out about plastic.

What is it made of?

What can we use it for?

Why is it bad for the environment?

I wonder...

cut tear fold see through

paper ✓ ✓ ✓ ✗

leather ✓ ✗ ✓ ✗

wood ✓ ✗ ✗ ✗

burn bend shatter fold

fabric ✓ ✓ ✗ ✓

metal ✗ ✓ ✗ ✗

glass ✗ ✗ ✓ ✗

85

CLIL ObjectiveTo become familiar with the properties of di!erent materials.

Language ObjectivesTo learn verbs for demonstrating the properties of materials: bend, burn, cut, fold, see through, shatter, tear

To revise the words for common materials.To learn structures with modal verb can and the impersonal you: Can you (bend) it? You can’t (bend) it.

You can (shatter) it.

Lead-in Display the poster (or open the i-poster on the Teacher’s i-book)

and ask the children what materials are pictured. If you have real

samples ask them to match the real sample with the poster.

Take a piece of paper and demonstrate the new verbs: I can (bend)

the paper. For the verb shatter you could put a boiled sweet in a plastic

bag and shatter it. Write each verb on the board. !en, put the

flashcards on the board. !e children draw arrows from the words

to the flashcards and say: You can (shatter) (glass).

1 1.25 Listen and find the materials. "en, sing the song.

!e children look at the chart in the book and describe the

properties of each material. If you have the real thing they can check

the properties themselves. Play the audio and the children say what

material is being described. !ey then join in with the song.


Answers:

Leather, Glass

i-book Touch +

to open the activity. !e children listen to

the song and drag the verbs to the correct place as they listen.

Once the activity is completed, open My Notes and write the verbs

using the Richmond i-tools. �e children take turns to tell you

which materials you can burn, shatter, fold, etc.

2 Write your own verse with a classmate. �en, sing your verse.

�e children invent a new verse and sing it for the rest of the class to

guess the material.

3 Choose two materials and write riddles. Each child writes two

riddles using the model as a guide. �ey get into groups and ask each

other the riddles.

Fast Finishers�e children find the names of other materials, for example, clay

or rubber, and make a chart of their properties like in Activity 1.

Wrap-upPlay Animal, Vegetable, Mineral. �e children think of an object

and say its origin. �e rest of the class have to guess what is by

asking yes/no questions. �ey are allowed a maximum of five

questions.

Set the I wonder questions for homework. You could do a project

based on this too and display the results around the class.

i-book Watch the video Are you green? Complete the

onscreen comprehension activity with the children. For further

practice, open the worksheet before you watch the video and

use the Richmond i-tools to complete it as you watch the

video. Alternatively, print out copies for the children to work on

individually.

�e children drag the words to form correct sentences.

�is will help them review the properties of materials. For

further oral practice, once the activity is completed, the children

answer the questions and make questions for the a!rmative

sentences on the screen.

Continuous Assessment Check if the children can:

Understand and use the verbs introduced to describe

the properties of materials.

Say what the objects around them are made of using

the vocabulary and structures introduced.

Materials

– Teacher's i-book

– CD 1

– Poster for Unit 3

– Flashcards for Unit 3

– Optional realia: small samples

of di"erent materials: leather,

fabric, wood and metal

Activity Book


Knowledge StrandUnit 3 Lesson 2

86


Check if children:

1 Learn new vocabulary related to jewellery and

are able to match the pictures and descriptions.

2 Take turns to ask and answer questions.

3 Use their creativity and imagination to design

a piece of jewellery.

CAE

LC

LC Children increase their knowledge of vocabulary

about jewellery and develop their reading skills

by matching pictures and descriptions.

SCC

Children practise taking turns to ask and answer

questions.

CAEChildren develop their creativity and imagination

to design a piece of jewellery.

SCC

29

UNIT 3 Lesson 3

1

Read and find the jewellery.

Jewellery | It’s made of ... . It’s got ... . You wear it … .

This piece of jewellery is made of gold.

It’s got a big, black stone in the shape

of a beetle. You wear it on your finger.

This piece of jewellery is made of silver.

It’s got green stones and a horse’s head.

You wear it at your waist.

This piece of jewellery is small and

made of gold. It’s got two eyes.

You wear it in your ear.

sword

sword

brooch

bracelet

earring

bracelet

3

Design and describe a piece of jewellery.

ring

ring

2

Choose a piece of jewellery and take turns

asking questions.

Is it made of silver?

Yes, it is.

Has it got red and green stones?

No, it hasn’t.

Do you wear it on your clothes?

Yes, you do.

earring

brooch

1

2

3

87

CLIL ObjectiveTo design a piece of jewellery.

Language ObjectivesTo learn words related to jewellery: bracelet, brooch, ear,

earring, jewellery, piece, ring, stone, sword, waist; gold, silver

To practise the structures: It’s made of (leather).

You wear it (on your wrist).

Lead-in

Show pieces of jewellery: !is is a gold ring. !is is a silver earring

with a red stone. If you do not have the real thing show pictures

from a catalogue. Discuss the materials and the colours and if

the children like the jewellery or not.

1 Read and find the jewellery. Ask volunteers to read the texts

out loud and help with pronunciation and vocabulary as necessary.

Answers:

1 ring (picture) 2 sword (picture) 3 earring (photo)

2 Choose a piece of jewellery and take turns asking questions.

One child chooses a piece of jewellery from the pictures. Ask them

yes/no questions to demonstrate the activity. �ey then work in

pairs or small groups.

i-book Touch +

to open the activity. Play I can read your mind!

Ask the children to look at the pictures, choose an item and write

the word on a piece of paper. Individual children take turns to read

and answer the questions on the screen according to the piece of

jewellery they have chosen. Once the answer is provided on the

screen, the children show their piece of paper to validate.

3 Design and describe a piece of jewellery. �e children draw a

piece of jewellery and make a written description in their notebooks

using the model as a guide. �ey show it to the rest of the class.

Fast Finishers�e children design another piece of jewellery.

Wrap-upDraw a boy and a girl on the board. Children take it in turns to come to

the board and the rest of the class say what jewellery to draw: !e boy

has got a blue earring in his left ear.

Activity Book

Unit 3, page 27, Lesson 3. See page 241 for answer key.Materials


– CD 1

– Optional realia: two or three pieces

of jewellery or a jewellery catalogue


Understand and use the words related to jewellery.

Describe a piece of jewellery in detail using the structures

presented in the lesson.

Creative StrandUnit 3 Lesson 3

88


Check if children:

1 Recognise that it is important to recycle and reuse.

2 Are able to understand the reading and the listening

to complete the activity.

3 Develop their creativity to write their own diary

and act out a scene.

LC

SCCChildren talk about recycling and recognise its

importance.

LC Children demonstrate their reading and listening skills to find mistakes in the recording of a description of a piece of jewellery.

CAE Children use their imagination and creativity when writing their own diary page and acting out the scene for the rest of the class.

CAE

SCC

Functional languageFunctional languageUNIT 3 Lesson 4

1 Do you recycle at home?

2 Do you recycle at school?

3 Do you reuse as well as recycle?

4 What do you recycle most?

Language for recycling

2

1.26

1.27

Look at the earrings and listen for the mistakes. Then, listen and read the diary.

3

Write your own version and act out the scene.

1

Answer the questions.

practiceMorepracticeMore

30

89

CLIL ObjectiveTo act out a scene related to recycling rubbish.

Language ObjectivesTo learn words related to recycling: bin, cloth, recycling,

rubbish, strips, type

To learn verbs related to recycling: check, recycle, reuse,

sort out

Functional language: Can you believe it? What’s it all made of?

Where does it all go? !e (red) bin’s full. Can I put it in the

(yellow) one? No! !at one is for (glass). How do you sort all

this out?

Lead-inDisplay the material for recycling and the flashcards (or open the

i-flashcards on the Teacher’s i-book). Ask what each item is made

of. Where possible put the object with the flashcard. Ask about the

colours of the local recycling bins. For the purpose of the story

explain that the yellow bin is for plastic and tetra bricks, the blue for

paper, the green for glass and the red for metal. Take each object and

ask: Which recycling bin does this (can) go into?

1 Answer the questions. Have a class discussion based on

the questions. Write headings on the board, for example: Reuse,

Recycle, Home, School and write up any significant facts.

i-book Touch +

to open the activity. �e children learn about

the recycling bins and what to recycle in each. �en, they drag the

pictures to the correct bin. For further practice, ask them to name

other objects to recycle and where to put them.

2 1.26 1.27 Look at the earrings and listen for the

mistakes. �en, listen and read the diary. First, ask the children

to describe the earrings. �en, play the audio and ask individual

children what the mistake is each time or, alternatively, they could

write the words in their notebooks and check the answers later.

�en, they read and listen to the diary.

(See transcripts page 102.)

Answers:

Look at my lovely new earrings! �ey’re made of gold (silver).

�ey’ve got gold (silver) chains with triangles (circles) at the end.

�ere are lions’ (snakes’) heads in the triangles (circles).

�e lions’ eyes are made of green (red) glass.

�en, they’ve got strips of red plastic (brown leather)

hanging from the top.

At the ends of the strips they’ve got paper (plastic) flowers.

3 Write your own version and act out the scene. �e children

get into groups of four or more and write their own version of

the scene. Encourage them to be creative, for example, they find

a gold ring in the recycling bin, or a note passed in class. �ey act

out their scenes for the rest of the class.

Fast Finishers�e children make recycling posters for the school.

Wrap-upDo a recycling project. �ere are many ideas online on how to

make decorations out of recycled material, for example, jewellery

made out of used co"ee capsules. Choose one that suits your

class and resources and display the results.

�e children take a quiz. Encourage them to search

the book to find the correct answers.

Materials


– CD 1


– Optional realia: plastic bottles, old

newspapers, fizzy drink can, clear jam

jar and any other material for recycling

Functional Strand

Optional ResourcesTeacher’s Resource Book page 35, Writing.

Activity Book



Understand and use the words related to recycling.

Reproduce the functional language related to recycling.

Write a sketch based on what they have read and act it out

using the language and structures introduced.

Unit 3 Lesson 4

90


Check if children:

1 Identify and recognise different recyclable

household items.

2 Work well in pairs to ask and answer questions.

3 Improve their ability to write in English.

LC

SCC

SCC

SCCChildren are introduced to different recyclable

household items.

SCCChildren demonstrate skills by working in pairs to

ask and answer questions about a recycling schedule.

LCChildren improve their writing skills by comparing

recycling at home and at school.

31

UNIT 3 Lesson 5CultureCulture

Recycling | Household items, Days of the week | We’ve got … . Can I put them … ? Have you got any … ?

People recycle some of their rubbish at home. They have a

calendar to show when they can leave their rubbish out for

collection. They take other things to the local recycling centre.

1

1.28

Listen and say Yes or No.

3

Compare recycling at home and at school.

At home, we recycle … .

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

No collection

No collection

Pair Work

2

Look at the recycling schedule in Activity 1. See who can throw out all the rubbish first.

Student A, go to page 91. Student B, go to page 94.

It’s Wednesday.

Have you got any … to throw out?

Yes, I have. ❯ Choose a country.

Find out the colour of the

recycling bins for plastic, glass,

metal and paper.

I wonder...

91

CLIL ObjectiveTo become aware of di�erent recyclable household items.

Language ObjectivesTo introduce language for recyclable household items:

batteries, cans, clear bottles, coloured glass, coloured plastic,

garden waste, old clothes, old newspapers, plastic bottles; schedule

To revise the days of the week.

To practise the verb have got with any and the modal

verb can (permission): Can I put the (garden waste) out on

(Wednesday)?

Lead-inAsk the children about their recycling habits and the colour of

the recycling bins in the area. Explain that in the UK there is a

rubbish collection service door to door for certain items. Explain

what a recycling centre is and what a compost bin is.

i-book Open the lead-in activity. Play Guess it! !e children have

to guess the picture. Divide the class in groups. Touch play to start.

!e children look at the picture and try to guess what it is. When the

children want to have a guess they raise their hand. Stop the timer.

If the answer is correct, give one point to the team. If it’s not correct,

restart the timer. Use the Richmond i-tools to write each team’s

score and time on the chart provided.

1 1.28 Listen and say Yes or No. Play the audio and the

children vote yes or no: Hands up all who say yes! After the activity

invite a child to ask another the same question: Today is (Monday).

I’ve got lots of (garden waste). Can I put (it) out today?


Answers:

1 Yes, 2 No, 3 No, 4 Yes, 5 Yes, 6 Yes

2 Pair work: Look at the recycling schedule in Activity 1.

See who can throw out all the rubbish first. !e children use

the days of the week spinner and the structures given to see who

gets to throw out their rubbish first.

3 Compare recycling at home and at school. Before writing,

remind them of the discussion at the beginning of the class.

If the words are on the board leave them there.

Fast Finishers!e children divide an A4 sheet into four quarters and draw similar

recyclable objects made of paper, plastic, glass and metal.

Wrap-upIf you don’t have Internet access, set the I wonder questions for

homework. If you do, set the task and discuss the findings.

i-book Watch the video How do they make … ? Complete

the onscreen comprehension activity with the children.

For further practice, open the worksheet before you watch

the video and use the Richmond i-tools to complete it as you

watch the video. Alternatively, print out copies for the children

to work on individually.

Optional ResourcesTeacher’s Resource Book page 51, Speaking.

Materials


– CD 1


Understand and use the words for recyclable household items.

Understand and interpret a recycling schedule and ask and

answer questions about it using the structures and vocabulary

introduced.

Write about their recycling habits at home and at school.

Activity Book


Cultural Strand Unit 3 Lesson 5

92


Check if children:

1 Enjoy listening to and reading the story.

2 Are able to differentiate the alternative spellings

for the long i sound.

3 Use the digital resources to practise phonics.

LC

LC

DC

LCChildren acquire increased enjoyment of listening

to and reading a story.

LCChildren learn to differentiate the alternative

spellings for the long i sound.

DCChildren work together on the IWB and do

further phonics practice individually.

The kaleidoscope jewel

32

UNIT 3 Lesson 6

The kaleidoscope jewel

2

1.30

Find the sound in the story. Then, listen and check.

Alternative spellings for the long i sound | Materials, Adjectives, Equipment

1

1.29

Read and listen to the story.

Team 55 has got a new mission. They are looking for

a mysterious jewel. They fly down a deep tunnel into

the centre of the Earth. Tana and Klip are looking at

the amazing view from the windows of their capsule.

Klip shines his torch on the ground.

It is very bright and hard.

They land the capsule and climb out. It’s very

dark but they can see with their special lights.

Tana and Klip walk slowly. They shine their

torches on the walls.

Instructions

Look at the list: light, shine, fly, climb

Find more words in the story with the same sound.

Listen and check.

phonicsMorephonicsMore

1

3 The liquid in the samples is thick and clear.

Tana tests it using her special kit.

4

2


Check if children:

1 Realise the importance of coping with stress

and finding solutions to overcome difficulties.

2 Are able to answer the questions about the story.

3 Use the digital resources to practise

the new language.

IE Children acquire skills in personal development by

becoming aware of the importance of coping with

stress and finding solutions to overcome difficulties.

LC Children develop increased comprehension

skills when focusing their attention on questions

related to a story.

DCChildren work together on the IWB and do further

practice individually.

93

LC

DC

IE

33

UNIT 3 Lesson 7

1

Read the story again and answer the questions.

Comprehension | What’s it made of? It’s bright and hard.

Tana takes another sample. Then, she folds some

fabric around the samples and puts them in her bag.

Suddenly, there is a loud explosion and the liquid

begins to burn.

1 Is this story about real or fantasy events?

2 What are the waterfalls made of?

3 Can they see through the liquid

in the samples?

4 What can they see in the lake?

5 Why do Tana and Klip run quickly

back to the capsule?

6 Why do they call it a kaleidoscope jewel?


Back on the surface, Tana

and Klip look at their

samples. They aren’t liquid

anymore. They are now

beautiful jewels. The

most beautiful jewel is

the sample from the lake.

It’s striped with all the

colours and is shinier and

harder than the others.

Tana and Klip run

back to the capsule.

The situation is very

dangerous now.

Tana uses her

brooch to throw a

safety line to the

capsule. They start

the capsule and fly

back to the surface.

All the rivers flow in the same direction.

Klip and Tana decide to follow them.

Tana remembers to mark their route

so they know the way back.

5

78

910

After several minutes, the tunnel opens into a huge cave.

There is a lake in the middle of the cave and a shiny island in

the middle of the lake. All the different rivers mix in the lake.

6

94

CLIL ObjectiveTo acquire skills in phonics while reading a fictional story.

Language ObjectivesTo learn the nouns: capsule, earth, diamond, jewel, kit,

liquid, mission, path, sample, torch, tunnel, view, wall, waterfall

To learn the adjectives: amazing, bright, clear, dark, hard,

mysterious, special, thick

To learn the verbs: believe, land, look for, pass, shine, test

To introduce alternative spellings for the long i sound.

Lead-inPreteach some of the new nouns. Ask if they know of any adventure

stories involving jewels, like Harry Potter and the Philosopher’s Stone

or King Arthur and the Holy Grail. Point to the pictures in the story:

!is is a capsule. Write the adjectives on the board.

1 1.29 Read and listen to the story. Ask the children

to find the adjectives which are on the board. Ask comprehension

questions: Where is Team 55?


i-book Touch the story to open the i-story in a new window.

Read and listen to the story with the children.

Hot spots: Capsule, Jewel, Flow. Use the Hot spots to highlight

this potentially di!cult vocabulary before the reading activities.

2 1.30 Find the sound in the story. !en, listen and check.

Read out the words given as examples and tell the children to repeat.

"en, play the story again and the children note down the words

with the long i sound. Finally, play the audio and write the words on

the board to see if they were right.


Answers:

light, bright

shine, five, decide, striped, line, wire

fly, my, why

climb, island, diamonds, I

eyes

Fast Finishers"e children write sentences in their notebooks with the

adjectives on the board: I have got an (amazing) pet.

Wrap-upWith their books closed, the children tell the story around

the class.

Note: Tell the children for next lesson to bring in plastic beads,

plasticine or modelling clay, old costume jewellery and modelling

glue to make a kaleidoscope jewel.

!e children listen and drag the letters to form the

words. !ey choose the correct spelling for the long

i sound (igh, i, i_e, y). Use the hint to focus the children’s

attention exclusively on the spelling of the long i sound. For

further practice, open My notes and the Richmond i-tools and

dictate more words containing this sound.

Materials


– CD 1

Literacy Strand

Optional ResourcesTeacher’s Resource Book page 61, Phonics.

Activity Book


Continuous AssessmentCheck if the children can:

Recognise and spell the words that contain the long ie sound.

Understand and reproduce the adjectives introduced in the

story.

Unit 3 Lesson 6

95

CLIL ObjectiveTo understand a fictional story.

Language ObjectiveComprehension.

Lead-inEncourage the children to retell the story without looking

in their books.

1 1.29 Read the story again and answer the questions.

Play the whole story again and make sure they understand it.

!e children answer the questions orally and then write both

questions and answers in their notebooks.


Answers:

1 !e story is about fantasy events.

2 !e waterfalls are made of liquid diamonds.

3 Yes, they can see through the liquid in the samples.

4 !ey can see a shiny island in the middle of the lake.

5 !ey run back because there is a loud explosion

and the liquid begins to burn.

6 !ey call it a kaleidoscope jewel because it is striped

with all the colours.

i-book Touch +

to open the activity. !e children review the

story completing the sentences on the screen.

Fast FinishersThe children write sentences with ten of the new verbs introduced

in the story. The sentences can be about the story or not. If necessary

write a list of the verbs on the board.

Wrap-up!e children use the materials they have brought in to make their

own kaleidoscope jewel. Alternatively, they can draw a picture of a

kaleidoscope jewel. When they have finished, they describe the jewel

to their classmates.

!e children play a game matching the sentence halves

to form correct sentences. !is activity can be set up

between two or more teams. Alternatively, cover the second halves

of the sentences using the shade in Richmond I-tools and ask the

children to complete them in their notebooks using their own ideas.

Optional ResourcesTeacher’s Resource Book page 27, Reading.


Follow the story and answer comprehension questions

about the events in the story.

Understand and use the new verbs introduced in the story.

Materials


– CD 1

– Optional realia: plastic beads,

plasticine or modelling clay,

old costume jewellery for making

a kaleidoscope jewel

Activity Book


Literacy StrandUnit 3 Lesson 7

96


Check if children:

1 Can classify the vocabulary into different categories.

2 Can make sentences about the story to practise

the Present Continuous.

3 Use their imagination to write an additional scene

to the story.

LC

LLChildren apply learning techniques by classifying

the vocabulary of the story.

LC Children strengthen their language skills by

making sentences about the actions in the story

using the Present Continuous.

CAEChildren use their imagination to write an

additional scene to the story.

LL

CAE

34

UNIT 3 Lesson 8

1

Use the story to complete the lists with a classmate.

Describing action; writing an additional scene | They are looking at … .

3

Use your imagination and add a scene to the story.

Tana

Klip

Tana and Klip is

are

looking at

tearing

jumping

cutting

folding

pointing at

bending


some clips.

the view.

island.the diamond.

the rivers.

some rocks.

the liquid.

the torch.

Tana and Klip are looking at the view.

That’s picture 1. Klip is … .

Instructions

Choose a place to add a picture. Write the speech bubbles.

Draw the picture. Write a caption describing the action.

Materials

Actions

Objects

2

Make sentences and find the pictures in the story.

97

Lead-inLook back at the story and ask if the children remember any new

vocabulary learned. Try and tell them to use the new words in

another context: Striped! My football shirt is striped.

1 Use the story to complete the lists with a classmate.

!e children get into pairs and write groups of words. Encourage

them to do an explanatory drawing where possible.

i-book Touch +

to open the activity. !e children review the

vocabulary learned in previous lessons classifying the words into

categories. !ey look at the pictures, read the words and choose the

correct category: materials, actions and objects. For further practice,

once the activity is completed, ask the children to add more words

to each category using the Richmond i-tools.

2 Make sentences and find the pictures in the story.

Demonstrate a few example sentences and tell the children to find

the pictures. Whoever guesses the correct picture makes up the

next one and so on around the class.

3 Use your imagination and add a scene to the story. Give

an example: I am adding a picture between picture 5 and 6. Tana

is putting a wire trail along the tunnel so they know their way back.

"ey see a strange pair of eyes in the dark.

Fast FinishersThe children write a diary entry from the point of view of one

of the characters from the story.

Wrap-upAsk for their opinion of the story and why they liked or disliked it.

Remind them of the other stories they have read. Ask which is their

favourite and why.

!e children play a fun game choosing the correct verbs

to complete the sentences. !is will help them consolidate


Materials

– Teacher’s i-book

– CD 1

CLIL ObjectiveTo learn how to write an additional scene.

Language ObjectivesTo practise structures with the Present Continuous:

Tana (is) (looking at) (the waterfall).

To revise the words for materials, adjectives and verbs

introduced in Lessons 6 and 7.

To write a descriptive text about an action scene.


Classify the new words learned into objects, actions

and materials.

Make sentences about the actions in the story using


Write in a new scene to add to the story.

Activity Book


Literacy StrandUnit 3 Lesson 8

98


Check if children:

1 Are able to categorise vocabulary in the chart.

2 Use their initiative to make clues for the crossword

puzzle with vocabulary from the unit.

3 Interpret a die number code to identify different

materials.

LLChildren develop learning techniques by

categorising vocabulary in a spelling chart.

IE Children show individual initiative to make

clues for a crossword puzzle with vocabulary

related to materials and jewellery.

MST Children apply mathematical skills when

rolling the die and using a number code

to identify different materials.

LL

MST

IE

35

UNIT 3 Lesson 9

i i+e y igh

1

1.31

Copy the spelling chart. Then, listen and complete.

2

Make crossword clues for your classmate.

Singular/plural nouns and verbs

The ring is made of gold.

The earrings are made of silver.

What is/are the ... made of?

Grammar help

Language review | long i sound, Singular and plural nouns, Materials, Properties

3

Describe things in the classroom.

plastic and wood

wood and metal

plastic and metal

glass and metal

leather and fabric

fabric and metal

6! Fabric and metal!

Mmm… I know! My jeans are made

of fabric and metal.

You can tear and fold this material.

This metal is yellow.

You wear this on your finger.

p

a

p

e

rehtael

a

r

r

i

n

g

s

o o c hb

l a s s

tsalp c

o

t

h

c

elecarb

t

a

l

i

n

g

i

l

v

e

rows d

o

o

d

l dg

m

1

3

5

7

8

13

10

2

4

6

9

14

11

12

99

Lead-inDisplay the poster. Ask about the materials. Ask the children to

point at something in the class made of di!erent materials. Put

the flashcards in a pile face down on your desk. A child takes a

flashcard and has to name the material and two properties of that

material: Glass. You can shatter it and you can cut it.

i-book Open the i-poster. "e children listen to the materials

and find them in the poster. Ask the children to point at something

in the class made of the materials shown in the poster. Alternatively,

use the Vocabulary Game Generator to review the materials

vocabulary covered in the unit.

See pages 22-24 for interactive games description and ideas.

1 1.31 Copy the spelling chart. !en, listen and complete.

"e children copy the spelling chart into their notebooks and fill

it in. Make sure they understand the meaning of the words.


Answers:

i: island, diamond, climb, I i_e: five, shine, line, striped

y: fly, my, why igh: bright, light

2 Make crossword clues for your classmate. Remind the

children of the words clues, across and down. Each child writes down

a set of clues. "en, you copy the crossword onto the board and

ask individual children to read out a clue. "e first child to guess the

word correctly reads out their clue and so on around the class.

"ey can also work in pairs.

3 Describe things in the classroom. "e children get into groups.

Each group has a die. "ey say classroom objects that are made of

the materials that correspond to the numbers on the die.

Visual grammar presentation.

i-book Touch +

to open the activity. The children practise

the singular and plural of verbs and nouns. They read the questions

and choose the correct answers to complete them.

For further practice, ask them to answer the questions orally

or write the answers on the IWB using the Richmond i-tools.

Review

CLIL ObjectiveTo use singular and plural nouns and verbs in questions

and answers about materials and properties.

Language ObjectiveTo review the vocabulary and structures of the unit.

Materials

– Teacher’s i-book

– CD 1

– Poster for Unit 3


– Extra material: dice

Fast Finishers"e children invent their own crossword with clues.

Wrap-upHave a Spelling Bee with words from Activity 1.

Optional ResourcesTeacher’s Resource Book pages 11-12, Language.

Continuous AssessmentCheck if the children can:

Spell words with the ie sound.

Talk and write about the materials introduced


Talk about what things are made of.

Activity Book


Unit 3 Lesson 9

LC


Check if children:

1 Are able to understand the listening activity.

2 Can interpret a Venn diagram.

3 Show initiative to make a Venn diagram.

IE

LCChildren improve their listening skills by

completing a chart with the missing information.

MSTChildren apply mathematical skills to interpret

a Venn diagram.

IEChildren use their initiative to make their

own Venn diagram.

MST

36

UNIT 3 Lesson 10

1

1.32

Copy the chart, then listen and complete. Discuss your opinions.

2

Interpret the Venn diagram.

3

Choose two materials. Then, make a Venn diagram and write a description.

Oral review | Jewellery, Describing the properties of materials

bendshatter

fold

see through

burn

cut

I can’t shatter leather but I can shatter glass.

I can’t tear leather or glass.

I can cut leather and glass.

Properties of:leather glass

100

CLIL ObjectiveTo consolidate structures and vocabulary by describing

pieces of jewellery and the properties of materials.

Language ObjectiveTo review the vocabulary and structures of the unit.

Lead-inRevise the jewellery vocabulary. If someone in the class is wearing

jewellery ask: What (are) (your earrings) made of?

1 1.32 Copy the chart, then listen and complete.

Discuss your opinions.

!e children look at the pieces of jewellery, name them and say

what they think they are made of. Play the audio and the children

mark o" the opinions they hear.


Answers:

Jessica’s opinion: Tom’s opinion:

bracelet - leather bracelet - plastic

ring - glass ring - plastic

sword - metal sword - plastic

brooch - glass brooch - metal

earrings - plastic earrings - wood

2 Interpret the Venn diagram. Draw the Venn diagram on

the board. !en, ask individual children to make sentences based

on the diagram.

3 Choose two materials. !en, make a Venn diagram

and write a description. !e children make their own Venn

diagram and describe it to the class.

Fast Finishers!e children make a Venn diagram of jewellery that can be worn

in school, out of school, or both.

Wrap-upPlay a flashcard game. Put the flashcards face down on your desk.

Ask a child to choose one and say: If you can shatter it, it's yours.

If the flashcard shows a material that you can shatter the child gets

a point. !e child (or group) with the most points wins.

See page 18 for more flashcard games.

i-book Use the Vocabulary Game Generator to review the key

vocabulary covered in the unit.

See pages 22-24 for interactive games description and ideas.

Activity Book


Review

Materials


– CD 1


Final Written Evaluation In the next lesson give the children the tests from the

Teacher’s Resource Book pages 79-80 or 81-82 depending

on each child’s ability. Give as much support as necessary

for them to understand the structure of the tests.

Note: !e listening is the same for both tests.

Final AssessmentCheck if the children can:

Understand and make a Venn diagram about materials


Unit 3 Lesson 10

101

102

1.23 Poster, Unit 3. Animal, plant or mineral?

Teacher: Look at the first picture. Do you know what material it is?

Yes, that's right! It's paper! Does paper come from animals, plants

or minerals?

Look at the second picture. Do you know what material it is? Yes, that's

right! It's plastic! Does plastic come from animals, plants or minerals?

Look at picture number 3. Do you know what material it is? Yes,

that's right! It's bamboo! Does bamboo come from animals, plants

or minerals?

Look at picture number 4. Do you know what material it is? Yes, that's

right! It's wood! Does wood come from animals, plants or minerals?


right! It's glass! Does glass come from animals, plants or minerals?


right! It's leather! Does leather come from animals, plants or minerals?


right! It's metal! Does metal come from animals, plants or minerals?


right! It's fabric! Does fabric come from animals, plants or minerals?

1.24 Listen and answer the questions.

Narrator: In this chair, the seat is made of fabric and the legs

are made of bamboo. What number is it?

In this chair, the seat is made of leather and the arms are made

of metal. What number is it?

In this chair, the back is made of paper and the arms are made

of plastic. What number is it?

In this chair, the back is made of glass and the legs are made of wood.

What number is it?

1.25 Listen and find the materials. !en, sing the song:

!e materials song.

Can you cut it? Can you cut it?

Yes, you can! Yes, you can!

Can you tear it? Can you tear it?

No, you can’t! No, you can’t!

Can you fold it?

Yes, you can!

Can you see through it?

No, you can’t!

I know what it is!

!en tell me now!

It’s…

Can you burn it? Can you burn it?


Can you bend it? Can you bend it?


Can you shatter it?

Yes, you can!

Can you fold it?

No, you can’t!

I know what it is!

!en tell me now!

It’s…

1.26 Look at the earrings and listen for the mistakes.

Molly: Look at my lovely new earrings! !ey’re made of gold.

!ey’ve got gold chains with triangles at the end. !ere are lions’ heads

in the triangles. !e lions’ eyes are made of green glass. !en, they’ve

got strips of red plastic hanging from the top. At the ends of the strips

they’ve got paper flowers. Aren’t they just beautiful?

1.27 Listen and read the diary.

Molly to diary: Saturday, 12th December.

Magnetic earrings!

Justin: All this rubbish is from the classroom! Can you believe it?

Harry: You’ve got three di"erent types of material there.

Camilla: So, what’s it all made of?

Justin: !ere’s some metal, some plastic and some paper.

Where does it all go?

Harry: Well, put the metal in the red recycling bin.

Justin: !e red bin’s full. Can I put it in the yellow one?

Camilla: No! !at one’s not for metal.

Harry: Read the instructions, Justin!

Justin: Wood, glass, cloth! How do you sort all this out?

Harry: Well, think! Can you bend it?

Or you can just check it, like this!

Camilla: I just love your earrings, Molly!

1.28 Listen and say Yes or No.

Narrator: Today is Wednesday.

Boy: Mum! We’ve got lots of old newspapers and clear glass bottles.

Can I put them out for recycling today?

Narrator: Today is Saturday.

Girl: Dad! !ere’s loads of garden waste and old clothes in the garage.


Narrator: Today is Monday.

Boy: Dad! We’ve got lots of batteries and cans.


Narrator: Today is Friday.

Girl: Mum! !ere are lots of clear plastic bottles and old newspapers.

Can I put them out today?

Narrator: Today is Tuesday.

Boy: Dad! We’ve got lots of cans and coloured plastic.


Narrator: Today is !ursday.

Girl: Mum! !ere are lots of coloured glass bottles and old clothes.

Can I put them out today?

Transcripts

103

1.29 Read and listen to the story: !e kaleidoscope jewel.

Narrator: Team 55 has got a new mission. !ey are looking for

a mysterious jewel. !ey fly down a deep tunnel into the centre

of the Earth. Tana and Klip are looking at the amazing view from

the windows of their capsule.

Klip: Wow! In here even the walls are made of metals and jewels.

Narrator: !ey land the capsule and climb out. It’s very dark but they

can see with their special lights. Tana and Klip walk slowly. !ey shine

their torches on the walls.

Tana: Look at the waterfalls, Klip!

Klip: I wonder what they are made of?

Narrator: Klip shines his torch on the ground. It is very bright and hard.

Klip: Look! !e path is made of gold and silver.

Tana: We need to take some samples. Pass my bag, please.

Narrator: !e liquid in the samples is thick and clear. Tana tests

it using her special kit.

Klip: What’s the liquid made of?

Tana: I can’t believe it! It’s made of liquid diamonds!

Narrator: All the rivers flow in the same direction. Klip and Tana

decide to follow them. Tana remembers to mark their route so they

know the way back.

Klip: Come on,Tana! Hurry up!

Tana: Just a minute. I need to bend these clips and put this wire through.

Narrator: After several minutes, the tunnel opens into a huge cave.

!ere is a lake in the middle of the cave and a shiny island in the

middle of the lake. All the di"erent rivers mix in the lake.

Klip: Why is that island so bright?

Tana: Wow! I think it’s a huge diamond.

Narrator: Tana takes another sample. !en, she folds some fabric

around the samples and puts them in her bag. Suddenly, there is

a loud explosion and the liquid begins to burn.

Klip: Quick! Get out of here!

Narrator: Tana and Klip run back to the capsule. !e situation is very

dangerous now. Tana uses her brooch to throw a safety line to the

capsule. !ey start the capsule and fly back to the surface.

Tana: Close your eyes, Klip!

Narrator: Back on the surface, Tana and Klip look at their samples.

!ey aren’t liquid anymore. !ey are now beautiful jewels. !e most

beautiful jewel is the sample from the lake. It’s striped with all the

colours and is shinier and harder than the others.

Tana: !is jewel is made of all the others. It’s so beautiful.

What can we call it?

Klip: Let’s call it a kaleidoscope jewel!

1.30 Find the sound in the story. !en, listen and check.

Narrator: Listen to the sound: ie ie ie.

Light, light Five Bright

Shine, shine My Line

Fly, fly Island I

Climb, climb Diamonds Striped

Decide Why Wire

1.31 Copy the spelling chart. !en, listen and complete.

Fly, fly My, my Line, line

Bright, bright Five, five I, I

Island, island Shine, shine Striped, striped

Diamond, diamond Climb, climb Wire, wire

Light, light Why, why Eyes, eyes

1.32 Copy the chart, then listen and complete.

Discuss your opinions.

Jessica: Look at this recycled jewellery, Tom. It’s really funky, isn’t it?

Tom: Wow! And it’s all made of recycled materials.

Jessica: I think the bracelet is made of leather… the ring is made of

glass… the sword is made of metal… the brooch is made of glass…

and… the earrings are made of plastic.

Tom: Mmm. I’m not sure. I think the bracelet is made of plastic… and

the ring is made of plastic. And I think the sword is made of plastic too!

!e brooch is made of metal, and… the earrings are made of wood!

Jessica: Maybe.

Narrator: Now. What do you think?

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CLIL Key structures UNITS Knowledge Creativity Literacy ... · Knowledge Creativity Literacy Key...

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Transcript of CLIL Key structures UNITS Knowledge Creativity Literacy ... · Knowledge Creativity Literacy Key...