Materials CD
1 |
Simple props to represent the
map and the compass for acting out (optional)
Warmer •
Say
Listen and answer . Make sentences comparing your
skills/abilities with those of students in the class (make
sure they’re funny / lighthearted), using
better /
worse /
the best / the worst , e.g.,
Who’s better at telling jokes, me or Santiago? Students reply
You are. / Santiago is. Introduction •
Remind students of the story episode from the previous
unit:
Where are the children? (
On an island. )
Where did they get information about the game? (
On the tablet. )
What did they find in a tree? (
A map. )
Did they have tents for their camp? (
No. They used blankets. )
What happened at the end of the episode? (
They heard a noise. )
Ask students to guess what
the children do in this episode. Accept any guesses.
Student’s Book page 2 1 3 Read and listen. •
Point to the footprints in frame
2
and ask
What are these? Present
footprints . Ask
What are the children doing? (
Following the footprints. )
Where do the footprints go? Let’s find out. •
Say
Read and listen. Play the recording. Students follow
the story in their books. At the end of the story, ask
Where do the footprints go? (
To a canoe. )
What’s inside the canoe? (
A compass. ) Draw a simple compass on the
board. Elicit the four compass points (
north, south, east, west ) and write them on the board.
•
Then play the recording again, pausing to ask more
questions: Frame
1
:
What’s the item in the clue? ,
explaining the meaning of
clue if necessary (
The compass. ) Frame 2:
What are they going to do? (
Follow the footprints. ) Frame 5:
Who’s best at reading the map? (
Sofia. ) Explain the meaning of
paddle . Frame 6:
Can Jack slow down? (
No, he can’t. ) Frame 7:
Which animals are in the river? (
Hippos. ) Frame 8:
What does Jack say? (
“Good job, all of us.” ). Elicit why the
C on the sign is
filled in by asking
What did the children find in the story? (
A compass. )
What’s the first letter in compass
? (
c .)
•
Students can listen to the story again for pleasure or
you could pause after each line for them to repeat.
Encourage students to use gestures and intonation from
the story as appropriate. You could also divide the class
into three groups. Each group repeats the lines for one
character (Ruby, Jack, or Sofia).
