Lesson aims Students reinforce language with
a story. They also discuss the value of persevering.
New language present (n), carefully, tune, to the end, ocarina, copy, That doesn’t sound right. persevere Recycled language adverbs,
fourth, clue, musical instrument, listen, new, friend, play, We don’t want (the yeti) to hear us. yeti, map, compass, He has … , Thank you. You have to … , more quickly, What’s happening? Materials CD2
| Simple props to represent the
map, the compass, and the ocarina for acting out
(optional)
Warmer •
Write the word from the sign in the story on the board
EMOCLEW . Color in the letters
E ,
M, and
C . Ask students
which words the letters refer to in the previous three
episodes of the story (
E = egg, M = map, C = compass ).
Introduction •
Remind students of the previous episode of the story:
What did the children have to look for? (
An egg. )
What vegetables did they find? (
Onions and peas. )
What did they do with the egg and the vegetables? (
They made an omelette. )
Why did they run away? (
There was a monster/yeti. )
Ask students to guess what
the children need to find in this episode. Remind them
that the topic of the unit is music. Accept any guesses.
Student’s Book page 5 1 1 3 Read and listen. •
Read the clue in frame
1
and check that students know
the meaning of
present. Present
tune and
to the end. Ask
What’s the present? (
A musical instrument. )
What kind of instrument? Let’s find out. •
Say
Read and listen. Play the recording. Students
follow the story in their books. At the end, ask
Who’s the children’s new friend? (
The yeti. )
What’s the name of the musical instrument? (
Ocarina. )
See if students
know what an ocarina is or explain that it’s an ancient
instrument. Ask them what kind of instrument it is and
how to play it (they can guess by looking at the pictures).
(
It’s a woodwind instrument. You make a tune by blowing into it and putting your fingers over the holes. )
•
Then play the recording again, pausing to ask more
questions: Frame 2:
Why do the children go quietly? (
They don’t want the yeti to hear them. ) Frame 3:
Which lost things do the children find again? (
The map and the compass. ) Frame 4:
Who gives the children a present? (
The yeti. ) Frame 6:
What does Jack have to do? (
Copy the tune. ) Remind students of the meaning of
tune . Frame 7:
Does Jack play the tune well? (
No. )
What does he need to do? (
Listen carefully and play slowly. ) Frame 8:
Does Jack play the tune better? (
Yes, he does. ) Frame
9
: Ask which is the new letter filled
in on the sign (
o ). Say
The O
is for … (
ocarina ).
•
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).
