Lesson aims
Students reinforce language with
a story. They also discuss the value of protecting
your friends.
New language
pick (something) up,
take (something) with you, journey, protect
Recycled language
information technology,
mountains, We need to … , climb, fifth clue, send, give
news, be careful, dangerous, thank you, Are you OK?
follow, yeti, cave, Don’t sit down, snake, address
Materials
CD2
|
A bag/box
Warmer
•
Play
Sentences in a bag
(see page xvi). Students write
a verb or ability and an age from 0 to the oldest age
in your class, e.g.,
ski
–
11
. When the slip is drawn,
the student makes a true sentence using
could/couldn’t
,
e.g.,
I couldn’t ski when I was
11
.
Introduction
•
Remind students of the previous episode of the story:
Who was the children’s new friend?
(
The yeti.
)
What
present did he give them?
(
An ocarina.
)
What did Jack
have to do?
(
Copy the yeti’s tune on the ocarina./Play
the ocarina.
)
What happened at the end?
(
The children
went somewhere else.
)
Ask students to guess where the
children go in this episode and what they need to find.
Student’s Book page 63
1
3 Read and listen.
•
Read the clue on the tablet and check that students
know the meaning of
pick up
and
take with you.
Say
What do the children pick up and take with them?
Let’s find out.
•
Say
Read and listen.
Play the recording. Students follow
the story in their books. At the end, students can answer
the opening question (
A letter
). Check the meaning of
any new words, e.g.,
journey
.
•
Then play the recording again, pausing to ask more
questions: Frame
1
:
Where are the children?
(
In the
mountains.
)
What do they have to do?
(
Climb the
mountain.
) Frame 3:
Is the mountain safe?
(
No, it’s
dangerous.
) Frame 5:
Who helps Ruby?
(
The yeti.
) Frame
6:
Where does the yeti go?
(
Into the cave.
) Frame 7:
Why
can’t Jack sit down?
(
Because there’s a snake.
) Frame 8:
Where’s the letter?
(
Under the snake.
) Frame
9
:
What’s
on the letter?
(
An address.
) Ask which is the new letter
filled in on the sign (
L
). Say
The l is for …
(
letter
).
•
Students can listen to the story again for pleasure or
you can pause after each line for students 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).
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