Materials CD
1 Warmer •
Play
Definitions (see page xv) with the camping words.
Introduction •
Remind students of the story episode from the previous
unit:
What’s “The Lost City of Emoclew”? (
The name of Sofia’s computer game. )
Where do you have to go in the game? (
To an island. )
What was the weather like? (
There was a storm. )
What happened at the end of the episode? (
Lightning hit the den. ) Ask students to guess
where the children are in this episode and what they do.
Accept any guesses.
Student’s Book page 1 1 3 Read and listen. •
Point to frame
1
and ask
Where are the children? (
They’re on the island in Sofia’s game. )
Congratulate
students who guessed correctly.
•
Give students time to look at the story frames and figure
out what’s going to happen. Ask
What do the children have to do? Do they have tents? Accept students’ guesses.
•
Then say
Let’s find out. Read and listen . Play
the recording. Students follow the story in their books.
At the end of the story, ask
What do the children find? (
A map. )
What do they use to make a camp? (
Blankets. )
•
Then play the recording again, pausing to ask more
questions: Frame
1
:
What makes a noise? (
The tablet. )
Frame 2:
What are the children trying to find? (
The city of Emoclew. )
What kind of animal can help? (
Ants. )
Frame 3
: Where are the children? (
In Sofia’s game. )
Frames 4–5:
What do the ants show the children? (
A map. ) Frame 6:
Is the city close? (
No, it’s far away. )
Why do the children have to make a camp? (
Because it’s getting dark. )
Frame 7:
Do they have tents? (
No, they don’t. They use blankets. )
Frame 8:
Where do they put the map and the tablet? (
Into the backpack. )
Frame
9
:
What was the noise? Accept students’ guesses, then ask
what they think will happen in the next episode. Focus
on the
M in the sign and elicit why it is filled in by asking
What did the children find in the story? (
A map. )
What’s the first letter in map
? (
m. ) Establish that the students
will figure out clues like this in each episode of the story.
•
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).
